EDCN101 Group 2 Piagets Stages of Cognitive Development - Compressed

Jean Piaget’s
Stages of Cognitive
Development
By: Reynier Barbasa

Ellysa Sepida
Allen Uynicky
Prayer
Dear Lord and Father of all, thank you for today. Thank you for
the ways in which you provide for us all. For your protection and
love, we thank you.
Help us to focus our hearts and minds now on what we are
about to learn. Inspire us by Your Holy Spirit as we listen and
write. Guide us by your eternal light as we discover more about
the world around us.
We ask all this in the name of Jesus. Amen.
St. John Baptiste de La Salle, pray for us.
Live Jesus in our hearts, forever.
https://www.edapp.com/blog/cognitive-learning-theory, https://study.com/learn/lesson/cognitive-theory.html,
https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457
Contents:
01 02
What Is It All How Was It
About? Developed?
03
What Are The
Four Stages?
04 05
Cognitive How Can We
Concepts Apply This?
“The principle goal of education
in the schools should be creating
men and women who are capable
of doing new things, not simply
repeating what other generations
have done; men and women who
are creative, inventive and
discoverers, who can be critical
and verify, and not accept,
everything they are offered.”
Jean Piaget
01.
What Is It All
About?
Cognitive Learning Theory
Cognition refers to the mental process of learning and

retaining knowledge, and how it is processed internally. It
also includes the ability to understand through thoughts,
experiences and the senses.
Cognitive learning refers to active and long-lasting
learning.
Contrary to behaviorism, this pays attention to how
the learner’s own mind dictates behavior, instead of
relying strictly on external influences .
Jean Piaget disagreed with the idea that intelligence was a

fixed trait, and regarded cognitive development as a
process which occurs due to biological maturation and
interaction with the environment.
Children’s ability to understand, think about and solve
problems in the world develops in a stop-start,
discontinuous manner (rather than gradual
changes over time).
It is concerned with children, rather than all learners.

It focuses on development, rather than learning per se, so
it does not address learning of information or specific
behaviors.
It proposes discrete stages of development, marked by
qualitative differences, rather than a gradual increase in
number and complexity of behaviors, concepts,
ideas, etc.
02.
How Was It
Developed?
Brief History
Piaget worked as a French translator of English

intelligence tests for another famous psychologist, Alfred
Binet.
He became intrigued with “incorrect” answers, believing
that it revealed important differences between children
and adults.
With this, along with his observations of children
and also his own niece and nephew, he made his
theories own about the intelligence of children:
https://www.simplypsychology.org/piaget.html
Brief History
1 ) Children think differently from adults not in terms of

quantity, but in quality. Meaning, children see the world in
different ways from adults, and not because they lack
intelligence.
2 ) Children are active participants in discovering and
creating knowledge. They are not passively waiting for
their caretakers to teach them.
3 ) The best way to understand children is to see
things from their view
https://www.simplypsychology.org/piaget.html
03.
What Are The
Four Stages?
The Four Stages
Stage 1: Sensorimotor
Birth to 2 Years Old
Flow:
Reflexes such as looking and sucking
Intentional pleasurable actions
Interacting with the environment
Exploring with the senses and motor movements
Trial and error experimental actions to trigger responses
Understanding of the world through mental operations
Main Goal: Object Permanence
https://www.verywellmind.com/sensorimotor-stage-of-cognitive-development-2795462
The Four Stages
Stage 2: Preoperational
2 Years Old to 7 Years Old
Symbolic Thinking: Learning to use words, actions and pictures
to represent objects. Likes to role play, and can pretend that
things can represent other things.
Egocentricism: Cannot take the view point of other people
Centration: Tendency to focus on one aspect or dimension.
Irreversibility: Belief that actions cannot be undone.
Animism: Tendency to think that non-living objects have life
and feelings
Cannot understand concrete logic nor very abstract ideas
https://www.verywellmind.com/preoperational-stage-of-cognitive-development-2795461
The Four Stages
Stage 3: Concrete Operational
7 Years Old to 11 Years Old
Decentering: Can focus on or consider many parts of a
situation, a problem, or object properties. Less egocentrism and
more empathy.
Reversibility: Understand the reversibility of ideas or processes
Conservation: Can understand the conservation of objects
despite changes in form
Seriation: Can understand logic and ordering of properties
Thinking is more logical and organized, but still very
concrete. Still has difficulties with abstract ideas.
https://www.verywellmind.com/concrete-operational-stage-of-cognitive-development-2795458
The Four Stages
Stage 4: Formal Operational
Adolescence to Adulthood
Thinking and planning is much more sophisticated,
systematic and advanced
Reasoning, logic and deductive reasoning are more
advanced
Can think and make use of theoretical and abstract ideas
to come up with creative outputs, solutions or discussions
Can balance objects and ideas
https://www.verywellmind.com/formal-operational-stage-of-cognitive-development-2795459
GUESS THE
STAGE!
Guess the Stage!
Pretend play
and role playing
Guess the Stage!
Stage 2:
Pre-operational
Stage
Guess the Stage!
Exploring with the

senses and motor
movements
Guess the Stage!
Stage 1:
Sensorimotor
Stage
Guess the Stage!
Can balance
objects and ideas
Guess the Stage!
Stage 4:
Formal Operational
Stage
Guess the Stage!
Thinking is more
logical and organized,
but still very
concrete.
Guess the Stage!
Stage 3:
Concrete Operational
Stage
Guess the Stage!
Symbolic thinking and
learning to use words
and pictures to
represent objects.
Guess the Stage!
Stage 2:
Pre-0perational
Stage
04.
Cognitive
Concepts
Cognitive Concepts:
PROCESS OF ADAPTATION
The process by which the child changes its mental models of

the world to match more closely how the world actually is
When existing schemas can explain what we perceive around
us, we are in a state of equilibration. However, when we meet a
new situation that we cannot explain it creates disequilibrium.
Piaget viewed intellectual growth as a process of adaptation
(adjustment) to the world. This happens through
assimilation, accommodation, and equilibration.
Cognitive Concepts: SCHEMA
“A cohesive, repeatable action sequence possessing

component actions that are tightly interconnected and
governed by a core meaning.”
The basic building blocks of cognitive models or structures that
enable us to form a mental representation of the world.
It includes both a category of knowledge and the process of
obtaining that knowledge. As experiences happen, this new
information is used to modify, add to, or change
previously existing schemas.
Cognitive Concepts: SCHEMA
Example:
A child may have a schema about a type of animal, such as a
dog. If the child’s sole experience has been with small dogs, a
child might believe that all dogs are small, furry, and have four
legs.
Suppose then that the child encounters a very large dog. The
child will take in this new information, modifying the previously
existing schema to include this new information.
Cognitive Concepts: ASSIMILATION
The process of fitting new information into existing cognitive

schemas, perceptions, and understanding.
New experiences are not very different from previous
experiences of a particular object or situation. Therefore,
Overall beliefs and understanding of the world do not change
as a result of the new information.
Subjective because we tend to modify experience or
information somewhat to fit in with our pre-existing beliefs.
Cognitive Concepts: ASSIMILATION
Examples:
A 2-year-old child sees a man who is bald on top of his head
and has long frizzy hair on the sides. To his father’s horror, the
toddler shouts “Clown, clown!” (Siegler et al., 2003).
A baby learns to pick up a rattle he or she will then use the
same schema (grasping) to pick up other objects.
Cognitive Concepts: ACCOMMODATION
Process of revising existing cognitive schemas, perceptions, and

understanding so that new information can be incorporated.
Alteration of existing schemas, or ideas, as a result of new
information or new experiences.
In order to adapt the new information, we adjust the
information that we already have to make room for this new
information. Therefore, new schemas may also be developed
during this process.
Cognitive Concepts: ACCOMMODATION
Examples:
A baby tries to use the same schema of using a whole hand for
grasping in order to pick up a very small object, but it doesn’t
work. The baby then changes the schema by now using the
forefinger and thumb to pick up the object.
A child may have a schema for birds (feathers, flying, etc.) and
then they see a plane, which also flies, but would not fit into
their schema of a bird.
Cognitive Concepts: EQUILIBRIATION
Regulatory process that maintains a balance between

assimilation and accommodation to facilitate cognitive growth.
Equilibrium occurs when a child's schemas can deal with most
new information through assimilation.
However, an unpleasant state of disequilibrium occurs when
new information cannot be fitted into existing schemas
(assimilation).
This could mean that cognitive development did not progress

at a steady rate, but rather in leaps and bounds.
Equilibration is the force which drives the learning process as
we do not like to be frustrated and would usually seek to
restore balance by mastering the new challenge.
Once the new information is acquired, the process of
assimilation with the new schema will continue until the next
time we need to make an adjustment to it.
Example:
A child loves the cake that his mother bakes so he developed the schema
that all cakes is delicious. The child then ate a cake at a shop and hated it.
Initially the child was in the assimilation area of equilibration; he thought that
since all cakes were good, then the cake from the shop must also be good.
But When he repeatedly keep trying it and disliking it, this led to
disequilibration.
In order to lessen the disequilibration the child enters the accommodation
phase of equilibration; he adapted to the realization that not all cakes
are good and that some may taste bad.
05.
How Can We
Apply This?
Applications
Better understanding of children and being able to relate

and empathize with them
Progressive learner-centered instruction
Developmentally appropriate content, level and timing of
lessons
Differentiated instruction depending on age
Acknowledging a child’s limitations
Everybody in the world
was once a child.
We grow up.
Our personalities change.
But in everyone of us
Something remains
of our childhood.
Walt Disney
Thank you!

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Jean Piaget’s

By: Reynier Barbasa

Cognition refers to the mental process of learning and

Jean Piaget disagreed with the idea that intelligence was a

It is concerned with children, rather than all learners.

Piaget worked as a French translator of English

1 ) Children think differently from adults not in terms of

Exploring with the

The process by which the child changes its mental models of

“A cohesive, repeatable action sequence possessing

The process of fitting new information into existing cognitive

Process of revising existing cognitive schemas, perceptions, and

Regulatory process that maintains a balance between

This could mean that cognitive development did not progress

Better understanding of children and being able to relate

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