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Jean Piaget's Theory Of Cognitive Development

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The cognitive constructivist theory can be traced back to the work of a talented individual called Jean Piaget who was born on August 9 1896 in Switzerland. By the age of eleven, he had published his first scientific paper, and by his early teens, Piaget’s mollusk papers were published and accepted by academics who were unaware of his age. In 1918, Piaget studied zoology at the University of Neuchâtel and achieved a PhD and after meeting Carl Jung and Paul Eugen Bleuler at the University of Zürich, his career changed direction leading him to study psychology at the Sorbonne in Paris. His work involved checking standardized reasoning tests designed to draw connections between a child’s age and his errors. However, Piaget disagreed with the construction of the test and set about designing his own which led to the birth of the cognitive development theory that was based around a concept of constructivism and …show more content…

As this stage starts egocentric behavior reaches its height, but soon subsides and youngsters start to enjoy the company of other children. In addition, the young people are able to count to 20, do simple sums, and enjoy imaginative play. By the age of five, children are ready for school and have learned the skills to be away from their caregiver for short periods; nevertheless, this is a difficult time, as they have to separate reality from fantasy, adapt to a new environment (Wood, Smith, & Grossniklaus, 2001). At about the age of seven, children reach the concrete operational stage. This is a major milestone in a child’s life and this stage shows the greatest cognitive growth and it is the time that children are able to master Piaget’s liquid test and start to think logically, but they still unable to comprehend abstract ideas. Reality is an important part of a child’s life now, as is learning, and personal possessions (Ojose, 2008, p.

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At this stage, a child begins to perform roles and actions (imitation) of a grown up, along with familiar events. However, at the age of three or four years, the child’s skills then become symbolic; he/she learns substitution in the form of objects. For example, a child feeding a stuffed animal using a toy bottle, whereas an older child is feeding the stuffed animal using a highlighter in pretense that it would act as a feeding bottle for a baby. This stage also builds a solid foundation for children as they get their own experience through

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Until Piaget most people just assumed children were less intelligent versions of adults, but through his research Piaget showed that think very differently from adults. Understanding these differences was Piaget’s end goal. To fully understand Piaget’s model one must understand that Piaget interpreted children’s actions as their language, their way of understanding and explaining the world around them. Piaget thought that children actively construct their reality using the environment around them, in other words they learn by doing. Another thing to keep in mind is that Piaget’s model is marked by qualitative differences rather in developmental behavior.

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Piaget’s theory of cognitive development Piaget asserts, children are born with inherited scripts, called schema, these schema are building blocks for cognitive development. As a child grows, he acquires more of these building blocks; moreover, these building blocks become more complex as the child progresses through different stages in development (Huitt, Hummel 2003). Piaget’s 4 stages of cognitive development are as follows. First, The sensorimotor stage where an infant has rudimentary motor skills, and can eventually

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This sage is second in Piaget's theory. This stage includes children between the ages of 2 and 7. According to Piaget, this stage involves pretend play, egocentrism and language development. According to Piaget's theory, the child also classifies objects by a single trait at this stage.

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Middle-childhood and adolescence are very important stages of development in terms of cognitive, social, and emotional developments. Jean Piaget’s stages of concrete operations and formal operations coincide with these two stages, respectively. In this essay, I will make use of evidence from various sources to illustrate that Piaget’s theory about these stages has had a significant impact and influence on various aspects of education, and how his contributions to the understanding of cognition is invaluable. The concrete-operations stage of development is when thinking shifts from being egocentric to being more logical.

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Jean Piaget was a Swiss psychologist who regarded cognitive development as a maturational process (Martin, Carlson & Buskist, 2010). Piaget constructed his conclusions through the observation of his own children and children at his Centre of Genetic Epistemology in Geneva. Piaget observed that children depend on an altered type of thinking when compared to the way in which adults think. A child’s thinking is qualitatively different than an adult’s thinking. Through his study, Piaget found that children of a similar age are inclined to behave in a similar manner and make similar mistakes when problem-solving.

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Jean Piaget, known for his interest in the Epistemology in children is seen as the pioneer of Developmental Psychology. Piaget 's Cognitive development theory led to a great deal of research work in the field of educational philosophy . But in the discipline of Psychology, every theory has been faced with a counter theory or an alternative. So is the case with Piaget 's theory. Lev Vygotsky, a soviet psychologist came up with the socio-cultural theory, which is another strong theory emphasizing child development and is seen as a major counter theory to Piaget 's work (Saul McLeod, 2004).

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This article aims to explore Piaget’s cognitive development theory and Vygotsky’s sociocultural cognitive theory. Piaget explicated people fundamentally improve their thinking in stage at distinct periods. In terms of Vygotsky’s sociocultural cognitive theory, it is inevitable to investigate the correlation between social interaction and individual cognitive development, the role of cultural tools in mental process, and the zone of proximal development(ZPD). In light of Piaget’s theory, there are four elements proposed to elaborate people gradually endeavor to interpret and interact with the world. To be precise, biological maturation, activity, social experience, and equilibration impinge on the development of thinking (Piaget,1970).

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In this stage children’s abilities are limited to the here and now and experiences of the world are largely based around touching things that they can see. According to Piaget children at this stage do not possess complex enough schemata to realise the permanency of objects that they see, so hence the phrase ‘out of sight, out of mind’. The next stage of development that Piaget identified was the Pre-operational stage which was between the ages of two and seven. Piaget’s theory focuses greatly on this period of child development.

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The first stage is the sensory motor stage ( birth-2 yrs.) , in this stage child does not know the physical object in existence when out of stage. Second stage is called the preoperational stage (age2-7), no abstract conceptualisation is possible where it needs concrete physical situation. In the stage is concrete operational stage (age7-11), starts to conceptualize with experience that accumulates. The fourth stage is formal operation (11-15), cognitive structures resembles like adults and includes conceptual reasoning.

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Piaget developed a stage theory of intellectual development that included four distinct stages: the sensorimotor stage, from birth to age 2; the preoperational stage, from age 2 to about age 7; the concrete operational stage, from age 7 to 11; and the formal operational stage, which begins in adolescence and spans into adulthood. He believed that there were four necessary ingredients for cognitive development which included: “maturation of the nervous system, experiences gained through interaction with physical world, social environment, and child’s active participation in adapting to environment & constructing knowledge from experience.” (Sullivan, 2014, Slide 3) The sensorimotor stage occurs between birth and age 2. Infants and toddlers acquire knowledge through sensory experiences and handling objects.

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French psychologist Jean Piaget (1896-1980) approach to cognitive development is the most well-known theory. He formulated the worlds

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(refer to Figure 1 in Appendix 1). All of them focus on the development of complex thinking skills. First at all, Piaget’s cognitive development theory is the most essential theory among others (Müller et al., 2009 and Scholnick et al., 1999 as cited in Lourenço, 2002, pp.281-295). This theory aims to explain the mechanisms and processes of children in understanding and discovering the world. There are 3 basic elements in theory of cognitive development which are schema, assimilation and accommodation.

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Brief History Jean Piaget was a Twentieth century Swiss psychologist and was the first psychologist to systematically study the cognitive development of children. Thomas (2005) wrote that early in Piaget’s career he worked with children and his observations and interactions with the students led him to the theory that a young person's cognitive processes are inherently different from those of adults (pp. 188-9). According to Ahmad, et al. (2005) , Piaget showed that when compared to adults, young children think in differently and he then came to the conclusion that cognitive development was an ongoing process which occurred due to maturation and interaction with the environment (p. 72).

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However, children in the preocupational phase still struggle with solving problems that have to do with things that are not tangible or visible. For example, Piaget would say that a child in this stage would have difficulty thinking about abstract math concepts, such as those involved in

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