Lesson 3

FACILITATING LEARNER-
CENTERED TEACHING
Prepared By:
KIMBERLY C. DOHINA, LPT
LESSON 3
LET’S ACHIEVE THESE!
 describe Piaget’s stages of cognitive development in your own
words.
Prepared By:
PIAGET’S STAGES OF COGNITIVE
DEVELOPMENT
Jean Piaget’s Cognitive Theory of Development is truly a

classic in the field of educational psychology. This theory fueled
other researches and theories of development and learning. Its
focus is on how individuals construct knowledge.
Prepared By:
BASIC COGNITIVE CONCEPTS
Schema. It refers to the cognitive structures by which individuals
intellectually adapt to and organize their environment. It is an individual’s
way to understand or create meaning about a thing or experience. It is like
the mind has a filing cabinet and each drawer has folders that contain files
of things he has had an experience with.
Assimilation. This is the process of fitting a new experience into an

existing or previously created cognitive structure or schema.
Prepared By:
BASIC COGNITIVE CONCEPTS
Accommodation. This is the process of creating
a new schema.
Equilibrium. Piaget believed that people have
the natural need to understand how the world
works and to find order, structure, and
predictability in their life. Equilibration is
achieving proper between assimilation and
accommodation. When our experiences do not
match our schemata (plural of schema) or
cognitive structures, we experience cognitive
disequilibrium. This means there is a discrepancy
between what is perceived and what is understood.
We then exert effort through assimilation and
accommodation to establish equilibrium once Prepared By:
more. KIMBERLY C. DOHINA, LPT
PIAGET’S STAGES OF COGNITIVE
DEVELOPMENT
STAGE 1. SENSORI-MOTOR STAGE (BIRTH
TO INFANCY)
 This is the stage when a child who is initially
reflexive in grasping, sucking and reaching
becomes more organized in his movement and
activity.
 Demonstrated through motor activity without
the use of symbols.
 Object Permanence- this is the ability of the
child to know than an object still exists even
when out of sight. This ability is attained in the
sensory motor stage.
Prepared By:
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
STAGE 2. PRE-OPERATIONAL STAGE (2 TO 7

YEARS)
This is roughly corresponding to the preschool
years. Intelligence at this stage is intuitive in nature.
At this stage, the child can now make mental
representations and is able to pretend, the child is
now ever closer to the use of symbols.
Begin to think symbolically and learn to use words
and pictures to represent objects.
Symbolic Function. This is the ability to represent
objects and events. A symbol is a thing that
represents something else. Prepared By:
Egocentrism. This is the tendency of the child to

only see his point of view and to assume that
everyone also has his same point of view. The child
cannot take the
perspective of others. (self-centered).
Centration. This refers to the tendency of the
child to only focus on one aspect of a thing or
event and exclude other aspects.
Prepared By:
Irreversibility. Pre-operational children still

have the inability to reverse their thinking. They
can understand that 2+3 is 5, but cannot understand
that 5-3 is 2.
Animism. This is the tendency of children to

attribute human like traits or characteristics to
inanimate objects. When at night, the child asked,
where the sun is, she will reply, “Mr. Sun is
asleep.”
Prepared By:
Transductive reasoning. This refers to the pre-

operational child’s type of reasoning that is neither
inductive nor deductive. Reasoning appears to be
from particular to particular, i.e., If A causes B,
then B causes A.
Conservation. The inability to realize that some

things remain unchanged desoite looking different.
Prepared By:
Realism. Believing that psychological events,
such as dreams are real.
Stage 3. Concrete-Operational Stage (8 to 11
years or the elementary years)
This stage is characterized by the ability of the
child to think logically but only in terms of
concrete objects.
Decentering. This refers to the ability of the child
to perceive the different features of objects and
situations. No longer is the child focused or limited
to one aspect or dimension. This allows the child to
be more logical when dealing with concrete objects
Prepared By:
and situations. KIMBERLY C. DOHINA, LPT
Reversibility. During the stage of concrete

operations, the child can now follow that certain
operations can be done in reverse.
Conservation. This is the ability to know that

certain properties of objects like number, mass,
volume, or area do not change even if there is a
change in appearance.
Prepared By:
Seriation. This refers to the ability to order or

arrange things in a series based on one dimension
such as weight, volume or size
Stage 4. Formal Operational Stage (12 and 15

years)
In the final stage of formal operations covering
ages 12 and 15 years, thinking becomes more
logical. They can now solve abstract problems and
can hypothesize.
Prepared By:
Hypothetical Reasoning. This is the ability to

come up with different hypothesis about a problem
and to gather and weigh data in order to make a
final decision or judgment. This can be done in the
absence of concrete objects. The individuals can
now deal with “What if” questions.
Analogical Reasoning. This is ability to

perceive the relationship in one instance and then
use that relationship to narrow down possible
answer in another similar situation or problem.
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Deductive Reasoning. This is the ability to think

logically by applying a general rule to a particular
instance or situation.
Prepared By:
GENERALIZATION
1. Do you think children understand things differently than you do?

Why?
2. How do child see and understand the world?
3. How does the child’s cognitive develop change as they grow up?
4. Is there an endpoint to cognitive development? Why?
Prepared By:
GENERALIZATION
https://www.google.com.ph
https://www.google.com/search?q=deductive+Reasoning++cognitive+development+sample+image&tbm=isch&ved=2ahUKEwicroqDupLrAhWL
uJQKHayoDHUQ2-cCegQIABAA&oq=deductive+Reasoning++cognitive+development+sample+image&gs_lcp=CgNpbWcQA1Cl3AFYpdwBY
MiTAmgAcAB4AIABiQKIAYkCkgEDMi0xmAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=RjEyX5zzIIvx0gSs0bKoBw&bih=61
9&biw=912&hl=en-US
https://www.google.com/search?q=analogical+Reasoning+cognitive+development+sample+image&tbm=isch&ved=2ahUKEwi63OD_uJLrAhXrz
IsBHTJrAUcQ2-cCegQIABAA&oq=analogical+Reasoning+cognitive+development+sample+image&gs_lcp=CgNpbWcQA1DxrANYo9ADYPH
WA2gBcAB4AYABlwSIAfAjkgELMC40LjMuMS40LjKYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=MzAyX_r2B-uZr7wPsta
FuAQ&bih=619&biw=912&hl=en-US
https://www.google.com/search?q=Hypothetical+Reasoning+cognitive+development+sample+image&tbm=isch&ved=2ahUKEwiCsoCmuJLrAh
WOxIsBHbrTCUcQ2-cCegQIABAA&oq=Hypothetical+Reasoning+cognitive+development+sample+image&gs_lcp=CgNpbWcQA1Dt_gpYnoM
LYJaMC2gAcAB4AIABzwKIAZAEkgEHMC4xLjAuMZgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=di8yX4KfN46Jr7wPuqen
uAQ&bih=619&biw=912&hl=en-US#imgrc=ZZON44Jf_k6VYM
https://www.google.com/search?q=formal+operational+cognitive+development+sample+image&tbm=isch&ved=2ahUKEwid_eect5LrAhUJYZQ
KHVRyA18Q2-cCegQIABAA&oq=formal+operational+cognitive+development+sample+image&gs_lcp=CgNpbWcQA1Cz7xBY9ZcRYNqbEW
gAcAB4AIABkwSIAdI4kgEMMC4yLjYuMTIuMC4ymAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=Vy4yX931C4nC0QTU5I34
BQ&bih=619&biw=912&hl=en-US
NOTE:
DON’T PLAGIARIZE THY WORK! Prepared By:
THANK
YOU! Prepared By:

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FACILITATING LEARNER-

Jean Piaget’s Cognitive Theory of Development is truly a

Assimilation. This is the process of fitting a new experience into an

STAGE 2. PRE-OPERATIONAL STAGE (2 TO 7

Egocentrism. This is the tendency of the child to

Irreversibility. Pre-operational children still

Animism. This is the tendency of children to

Transductive reasoning. This refers to the pre-

Conservation. The inability to realize that some

Reversibility. During the stage of concrete

Conservation. This is the ability to know that

Seriation. This refers to the ability to order or

Stage 4. Formal Operational Stage (12 and 15

Hypothetical Reasoning. This is the ability to

Analogical Reasoning. This is ability to

Deductive Reasoning. This is the ability to think

1. Do you think children understand things differently than you do?

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