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Cognitive Development Theory
Cognitive Development Theory
Stages of COGNITIVE
Development
Objectives
At the end of the lesson, the students will be able to:
• describe Piaget’s stages in your own words,
• conduct a simple Piagetian task interview with children, and
• match learning activities to the learner’s cognitive stage.
JEAN PIAGET
• Swiss Psychologist
• 1896 – 1980
• Genetic Epistemology
• To Piaget, cognitive
development was a progressive
reorganization of mental
processes as a result of
biological maturation and
environmental experience.
There are Three Basic Components
of Piaget's Cognitive Theory Schemas
Adaptation processes that enable
the transition from one stage to
another
Stages of Cognitive Development
The cognitive
structures by
which
individuals
intellectually
adapt to and
organize their
environment.
SCHEMA
Cognitive
Processes
(Adaptation)
The process
of creating a
new schema.
COGNITIVE
DISEQUILIBRIUM
Discrepancy between
what is perceived
and what is
understood.
EQUILIBRATION
Achieving the
proper balance
between
assimilation and
accommodation.
ADAPTATION
Processes
Piaget’s Stages of
COGNITIVE
Development
FORMAL‐
OPERATIONAL
CONCRETE‐ STAGE
OPERATIONAL
PRE‐ STAGE
OPERATIONAL
SENSORI‐ STAGE
MOTOR
STAGE
‐ Birth to 2 years
‐ Focuses on the
prominence of the
senses and muscle
movement through
which the infant comes
to learn about himself
and the world.
SENSORIMOTOR
STAGE
The ability of
the child to
know that an
object still
exists even
Object when out of
Permanence sight.
2 – 7 years old
The child makes
mental representations
and is able to pretend.
PRE-OPERATIONAL
STAGE
The ability to
represent
objects and
events.
Symbolic
Function
The tendency
of children to
attribute
human like
traits or
characteristics
Animism to inanimate
objects.
The tendency
of the child to
only see his
point of view
and to assume
that everyone
also has his
Egocentrism
same point of
view.
The tendency
Centration of the child to
only focus on
one aspect of a
thing or event
and exclude
other aspects.
The inability to
reverse their
thinking.
Irreversibility
The tendency of a
child in the
preoperational
stage of cognitive
development to
see a connection
between unrelated
Transductive instances, using
Reasoning neither deductive
nor inductive
means to do so.
8‐11 years
Characterized by the
ability of the child to
think logically but only
in terms of concrete
objects.
CONCRETE
OPERATIONAL STAGE
The ability of
the child to
perceive the
different
features of
objects and
Decentering situations.
The child’s
ability to
reverse
thinking.
Reversibility
The ability to
know that
certain
properties of
objects do not
change even if
there is a
Conservation change in
appearance.
The ability to
order or
arrange things
in a series
based on one
dimension.
Seriation
12 – 15 years (and up)
Thinking becomes
more logical.
They can now solve
abstract problems and
can hypothesize.
FORMAL
OPERATIONAL STAGE
The ability to come
up with different
hypothesis about a
problem and to
gather and weigh
data in order to
make final decision
Hypothetical or judgment.
Reasoning
The ability to
perceive the
relationship in one
instance and the use
that relationship to
narrow down
possible answers in
another similar
Analogical situation or
Reasoning problem.
The ability to
think logically
by applying
general rule to
a particular
instance or
situation.
Deductive Reasoning
Principles:
• Children will provide different explanations of reality at different
stages of cognitive development.
• Cognitive development is facilitated by providing activities or
situations that engage learners and require adaptation.
• Learning materials and activities should involve the appropriate
level of motor or mental operations for a child of given age; avoid
asking students to perform tasks that are beyond their current
cognitive capabilities.
• Use teaching methods that actively involve students and present
challenges.