THE UNIVERSITY OF ZAMBIA

IN ASSOCIATION WITH
KASAMA COLLEGE OF EDUCATION

NAME : MULEYA PRECIOUS

course : Psychology
PROGRAMME : BEDP 2
ID NUMBER : BEDP 19033
Lecturer : mr chabinga
Assignment : two
DUE DATE : SECOND MONDAY AFTER RECESS
Question : attached

LECTURER’S COMMENT MARKS SCORED (%)

Jean Piaget's theory of cognitive development has been a foundational concept in developmental
psychology for decades. It is a comprehensive theory that seeks to explain how individuals
construct their understanding of the world around them. Piaget's theory is based on his research
with children and his observations of how they interacted with their environment. The theory
posits that as children grow and develop, they undergo significant changes in the way they think,
perceive, and interact with their surroundings. Therefore, this essay will discuss the brief basis of
Piaget’s theory, the detailed discussion of preoperational stage under its two sub stages and it
will further discuss the educational implication of preoperational.

From the perspective of Piaget, cognitive development has four stages. In each stage, the way of
learning can be different. At first stage, the sensory-motor stage, infants of the age of zero to two
years’ experience the world by way of senses and body movements, especially catching by hands
and sucking by mouth (Block, M. (2011).

The second stage is called pre-operational stage. Children can gradually learn by using symbols.
Language is the essential element to develop symbols. In details, children can feel by concrete
and visual objects, like photo, tablet technology and so on. Also they can use gesture, brief
instruction and hands-on practice.

The next stage is concrete operational stage where children are seven to eleven years old.
Children can apply logical thinking to solve problems and this is the great leap. Students in this
stage can learn by some complex examples, brief presentation of well- organized format.

At last stage, formal operational stage, children with the age of eleven years and above learn to
use hypothetico-deductive reasoning. They can learn to consider abstract things. In this learning
stage, when students can cultivate the ability of using hypothesis, they will learn by abstract
thinking (Marsh, Clarke, & Pittaway, 2014).

Above all, in every stage, learning can happen with ‘assimilation’ and ‘accommodation’ to attain
the cognitive balance. Students can learn through specific materials, open learning, discovery
learning. Also, they should provide learning practice and make their ability trained. As
Heidegger says, learning can exist for lifelong (Su, 2010).
Jean Piaget, a developmental psychologist, proposed a theory of cognitive development that
identifies four distinct stages of development: the sensorimotor stage, the preoperational stage,
the concrete operational stage, and the formal operational stage. The preoperational stage is the
second stage, which typically begins around the age of two and lasts until the age of seven.
During this stage, children are still developing their cognitive abilities and thinking processes.

The preoperational stage is further divided into two sub-stages: the symbolic function sub-stage
and the intuitive thought sub-stage.

According to Nielsen, K. (2007), the symbolic sub-stage is the first sub-stage of the Preoperational
Stage, which occurs between ages 2 to 4 years. During this sub-stage, children begin to use
symbols such as words, gestures, and drawings to represent objects and ideas. They also develop
the ability to engage in pretend play, which involves using their imagination to create scenarios
and act them out.

In a classroom setting, the symbolic sub-stage is evident in various ways. For instance, children
use symbols to communicate with each other and with their teachers. They learn to associate
specific symbols with specific objects and ideas, such as associating the letter 'A' with the apple,
and the letter 'B' with the ball. This association between symbols and objects forms the basis of
reading and writing skills, which are crucial for academic success (Marsh, 2014).

Another practical example of the symbolic sub-stage in the classroom is the use of drawings to
represent objects and ideas. For example, children may be asked to draw their favorite animal,
and they use their drawing to communicate their choice to their teacher and classmates. They
may also use drawings to create their own stories, which demonstrate their imagination and
creativity.

Pretend play is another key feature of the symbolic sub-stage, which is evident in the classroom.
Children engage in imaginative play by creating scenarios and acting them out, such as playing
'house' or 'doctor.' Pretend play allows children to explore different roles and situations, develop
their social skills, and enhance their creativity and problem-solving abilities (Nielsen, 2007).

The intuitive sub-stage is the second sub-stage of the Preoperational Stage, which occurs
between ages 4 to 7 years. During this sub-stage, children become more sophisticated in their
thinking, and they begin to understand cause-and-effect relationships. They also begin to develop
a sense of time and space, which enables them to understand concepts such as before and after,
and distance.

In a classroom setting, the intuitive sub-stage is evident in various ways. For instance, children
begin to understand the concept of numbers and counting, which is a crucial aspect of
mathematics. They can count objects and understand that the number of objects remains the
same, regardless of their arrangement.

Another practical example of the intuitive sub-stage in the classroom is the understanding of
cause-and-effect relationships. For example, children may be asked to conduct simple
experiments, such as mixing colors or dropping objects from different heights. Through these
experiments, they can understand cause-and-effect relationships and learn to make predictions
about what will happen.

The intuitive sub-stage also allows children to develop their sense of time and space. They begin
to understand concepts such as before and after, and they can sequence events in chronological
order. They also develop spatial skills, which enable them to understand concepts such as up and
down, and near and far.

One of the most significant implications of the preoperational stage is the development of
symbolic thought. Children in this stage are able to use symbols to represent objects and events
in their minds. This is important for learning language and communication. Children can learn to
use words to label objects, express their thoughts and feelings, and communicate with others.
This is why language development is a critical part of early childhood education. Teachers and
parents can help children develop their language skills by exposing them to a variety of
experiences and opportunities for language use. For example, teachers can encourage children to
engage in conversations, read books, and sing songs. Parents can also engage in conversations
with their children, read stories together, and play language games.

Another important implication of the preoperational stage is egocentrism. Children in this stage
tend to view the world from their own perspective and have difficulty understanding the
perspectives of others. This can make it challenging for children to interact with others and to
develop social skills. Teachers and parents can help children develop their social skills by
providing opportunities for social interaction, such as group play and sharing activities. They can
also help children learn to understand and respect the perspectives of others by using strategies
such as role-playing and storytelling (Muller, 2009).

The preoperational stage also has implications for the development of logical and concrete
thinking skills. Children in this stage have difficulty with logical and concrete operations, such as
conservation and reversibility. Conservation refers to the understanding that the amount or
quantity of a substance remains the same, even if its appearance changes. For example, a child in
the preoperational stage may believe that a tall glass of water contains more water than a short,
wide glass, even if both glasses contain the same amount of water. Reversibility refers to the
ability to mentally reverse a sequence of events or actions. For example, a child in the
preoperational stage may not understand that if a ball is rolled under a sofa, it can be retrieved by
rolling it back out from under the sofa (Simatwa, 2010).

Wood, (2001) Teachers and parents can help children develop their logical and concrete thinking
skills by providing opportunities for exploration, experimentation, and problem-solving. For
example, teachers can provide children with hands-on activities, such as measuring and pouring
activities, that help them develop their understanding of conservation. Parents can also provide
opportunities for problem-solving, such as puzzles and games, that require children to use their
logical and concrete thinking skills.

Finally, the preoperational stage has implications for the development of creativity and
imagination. Children in this stage are able to use symbols to represent objects and events in
their minds, which allows them to engage in imaginative play and to create their own stories and
scenarios. Teachers and parents can encourage children's creativity and imagination by providing
opportunities for artistic expression, such as drawing, painting, and sculpting. They can also
provide opportunities for imaginative play, such as dress-up, puppetry, and storytelling.

In conclusion, Piaget's theory of cognitive development is a comprehensive theory that seeks to

explain how individuals construct their understanding of the world around them. The theory
posits that cognitive development occurs in four distinct stages, each with its unique
characteristics. Piaget's theory also includes two fundamental processes that drive cognitive
development: assimilation and accommodation.
 Reference

Block, M. (2011). Maslow’s Hierarchy of Needs. In Encyclopedia of Child Behavior and Development
(pp. 913-915). Springer US.

Marsh, C, Clarke, M, Pittaway, S. (2014). How students develop and learn in Marsh, C Becoming a
Teacher (16-38). Pearson Australia

Nielsen, K. (2007). Aspects of a practical understanding: Heidegger at the workplace. Scandinavian

Journal of Educational Research, 51(5), 455-470.

Su, Y. H. (2010). Lifelong learning as being: The Heideggerian perspective. Adult Education
Quarterly.

Muller, U. et al (2009). The Cambridge Companion to Piaget, Cambridge University Press.

Wood, K. C., Smith, H., Grossniklaus, D. (2001). Piaget's Stages of Cognitive Development. In
M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.Retrieved , from
http://projects.coe.uga.edu/epltt/

Simatwa, Enose M. W. (2010). Piaget’s theory of intellectual development and its implication
for instructional management at pre secondary school level, Can be accessed at:
http://www.academicjournals.org/article/article1379610138_Simatwa.pdf