CONCEPT MAP
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT PROCESS
SENSORI—MOTOR STAGE
(Birth—Infancy)
Sensory Exploration
- sight, hearing, touch, taste,
and smell
Object Permanence
- the understanding that objects
continue to exist even when they
are out of sight.
Motor Development
- Infants progress from simple reflex
movements to more coordinated and
purposeful actions, such as reaching,
grasping, and crawling.
Trial-and-Error Learning
- They repeat actions that result in
interesting or pleasing outcomes and
learn from the consequences of their
actions.
Early Language Development
- While language is not fully developed in
the sensorimotor stage, infants begin to
associate sounds with objects and actions.
Simple gestures and vocalizations become a
means of communication.
Symbolic Play
- children may engage in symbolic
play, using one object to represent
another. This marks the beginning of
symbolic thought.
This simple concept map represents the sequential stages of cognitive development according to Jean Piaget's theory.
It highlights key concepts within each stage and how they contribute to the overall progression of cognitive abilities. Keep in
mind that cognitive development is a dynamic and multifaceted process, and individuals may vary in their specific experi-
ences and progression through these stages.
PRE—OPERATIONAL STAGE
(2—7)
Symbolic Function/Representation
- Children begin to develop the ability to use
symbols, such as words and images, to represent
objects and ideas. This is evident in the develop-
ment of language and imaginative play.
Egocentrism
- Children have difficulty understanding that oth-
ers may have different perspectives or thoughts
than their own. They often struggle to see situa-
tions from someone else's point of view.
Centration
- the tendency to focus on one noticeable aspect
of a situation and neglect other relevant aspects.
Children may fixate on one feature of an object or
event and ignore other important details.
Irreversibility
- Children may struggle with the concept of revers-
ibility, meaning they have difficulty mentally re-
versing a series of steps or operations. This limita-
tion is evident in problem-solving situations.
Animism
- Children may attribute lifelike qualities to inani-
mate objects. For example, they might believe that
a favorite toy has feelings or intentions.
Lack of Conservation
- children often struggle with conservation tasks
and may believe that changes in appearance alter
the fundamental properties of an object.
Imagination and Pretend Play
- Children engage in imaginative play, creating
fictional scenarios and using objects symbolically.
Language Development
- Children engage in imaginative play, creating
fictional scenarios and using objects symbolically.
CONCRETE—OPERATIONAL STAGE
(8—11)
Decentering / Decentration
- the ability to consider multiple aspects of a situation or problem
simultaneously. Children become less egocentric and can take into
account multiple perspectives.
Conservation
- abilities significantly improve during the concrete operational stage.
Children now understand that certain properties of objects, such as
quantity, volume, and number, remain the same despite changes in
appearance.
Seriation
- the ability to arrange items in a specific order based on certain charac-
teristics. Children in this stage can order objects based on size, length,
weight, or other attributes.
Logical Operations
- demonstrate the ability to perform concrete, logical operations. They
can use reasoning and apply logical rules to solve problems related to
concrete objects and events.
Reversibility
- becomes more evident. Children can mentally reverse actions or
operations, understanding that a process can be undone.
Class Inclusion
- recognizing that a subset is part of a larger group. For example, they
can understand that there are more blue flowers than just the blue
roses in a group of blue and red flowers.
Mental Operations
- internal mental actions that can be performed on objects or ideas.
These operations allow for more flexible and organized thinking.
Problem-Solving Skills
- skills become more advanced as children can think through problems
systematically and apply logical strategies to find solutions.
Understanding of Causality
- They can comprehend that certain actions lead to specific
consequences.
FORMAL OPERATIONAL STAGE
(12—15)
Hypothetical Reasoning
Individuals can consider "what if" scenarios, analyze possibilities,
and draw logical conclusions based on hypothetical situations.
Abstract Thinking
Individuals in the formal operational stage can think abstractly,
beyond concrete, tangible experiences. They can grasp concepts
and ideas that do not have a physical representation.
Systematic Problem-Solving
- They can develop and test hypotheses, considering multiple fac-
tors and potential solutions.
Metacognition
Individuals in the formal operational stage can reflect on their
thoughts, monitor their cognitive processes, and evaluate the
effectiveness of their problem-solving strategies.
Scientific Thinking
applying logical reasoning and the scientific method to investigate
and understand complex phenomena.
Abstract Concepts
Individuals can comprehend and manipulate abstract concepts,
such as love, justice, freedom, and morality, without relying on
concrete examples.
Logical Deductions
The ability to make logical deductions from general principles and
apply them to specific situations is a hallmark of formal operational
thinking.
Moral Reasoning Development
individuals considering abstract ethical principles and applying them
to moral dilemmas.
Understanding of Combinatorial Logic
allowing them to consider all possible combinations of elements in a
problem-solving context.
Complex Decision-Making
Individuals can make more complex and informed decisions by
considering various factors, consequences, and potential outcomes.