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Piaget's Four Stages Of Cognitive Development

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Piaget’s four stages of Cognitive Development is a theory that maps out the stages of cognitive development that takes place from the moment of birth all the way adulthood. Each developmental stage consists of new milestone in thought, judgement, and knowledge, and each stages were created by a psychologist and a developmental biologist Jean Piaget. Piaget’s four stages takes place in different age of a child, it start with the sensorimotor stage that takes place from birth all the way through the age of two. Then you have preoperational stage and that takes place from the age of two years all the way through the of seven years old. Next is the concrete operational stage which takes place from seven year all the way through twelve years old. …show more content…

This stage of development takes place at the age of two through seven years old. The name of the stage, describes the mental state of the children in this stage. The toddler mental capacity is preoperational, meaning that the toddler is not fully operational yet, for instance they can not use logic or transform, combine, or seperate ideas. The key characteristics of this stage is Centration, Egocentrism, Pretend play, and Animism. Centration means the ability of focusing at one situation at a time. This concept usually appears in a social situation, in addition children in this stage experience difficulties when attempting to think about more than one aspect of their situation. Children in this stage are really typically egocentric, they have trouble putting themselves in other people situation. Most child in this stage have experienced Pretend play, there children pretends to be something they are not such as Doctors, Policemen, or Superheros. Pretend play contributes to the decline of egocentrism, since they enjoy other children to participate in their pretend play. Lastly Animism make a major appearance in the preoperational stage, for instance children will create a person out a inanimate like a stuffed animals. As the the child grows around the age nine or so, they begin to acknowledge that only plants and animals are alive. The main purpose of this stage of development is for the child to gain experience of the world through adaptation and children gain the ability to engage in Pretend play and get the ability to mentally represent events and objects through

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The third stage of Erikson’s eight stages of development is Initiative vs. Guilt. Initiative vs. Guilt is the stage in which children really begin to explore about the “real world”. This stage usually occurs around the age of preschool. During this stage dramatic play becomes a big part of the child’s life; they began mimicking what they see adults do, they make up stories and play them out usually revolved around what they have seen. Another factor during this stage children start to learn male and female roles, you will see the girls playing with the babies and in the kitchen because they are mimicking what they see many other women do.

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During this stage, the child will develop from being

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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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Chapter Eight is all about emotional and social development in early childhood. This stage in life usually occurs between the ages two and six. It is during this time that the child gains self- concept, emotional development, and social skills. A child’s self-concept is characteristics, physical appearance, and everyday behaviors that helps define them as a person. This contributes to the child gaining emotional competence.

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This stage starts from three years old to five years old. In this stage children are starting to learn by exploring the world around them on their own terms. In this stage it is likely children will learn new concepts from attending school or through observation. Children then are expected to apply these lessons they learned in school or witness to real life scenarios. Children often are aware they can accomplish these tasks on their own, but know if they fail to do so and end up asking for assistance from others, they may feel a sense of guilt.

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He suggested that all children would pass through the stages in the same sequence, as each successive stage represents a more complex way of thinking, and is built on the solid foundation of the previous stage. He suggested that although generally children tend to pass through the same stage around the same age, this is a process which cannot be rushed, and each individual child has their own pace of development (Shaffer, 1999). The four stages Piaget outlined are representative of levels in the development of intelligence, and provide a list of schemas children employ at each level. " A schema is a representation in the mind of a set of ideas, perceptions, and actions, that provide a mental structure to help us organize our past experiences, and prepare us for future experiences."

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As mentioned above the second stage is the ‘Pre-operational stage’ (Piaget in Macleod-Brudenell & Kay, 2008) which lasts from approximately 2 to 7 years. At this age, children are able to use symbols and pretend play, as for example when Demetra used the bread for a glass to toast. According to Piaget the pre-operational stage has two subdivisions; the Pre-conceptual stage from 2 to 4 years and the Intuitive stage from 4 to 7 years (Piaget in Macleod-Brudenell & Kay,

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(Burton, Westen, & Kowalski, 2014, p. 464). Piaget has proposed 4 stages in his theory of cognitive development; the first is sensorimotor stage, pre-operational stage, concrete operational stage and finally, formal operational stage. Mollie and her friends are in the Pre-operational stage of cognitive development. This can be shown as they are in a pre-school

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(ref) The construction of a schema to place perment objects is important because it is the essential requirement for all later mental activity. All our concepts start from or involve objects in one way or another it's through this recognition of their permanence that is the starting point for the intellectual growth. (ref) The Preoperational Stage from two to seven years is where young children start to think about things symbolically, the key features of this stage are that the child can internalise a word or an object in realising this can stand for something other than itself.

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In this stage of development children start to think about things symbolically. Their communication skills start to mature by interacting with others and start to engage in make-believe play by using preexisting memory like playing house or cooking dinner. A few characteristics a child may exhibit are egocentrism and conservation (Washington 137-139). Children think that others see the world as they do and lack the ability to realize that the environment is not centered around them. For example, child “A” might be mad about a parent leaving them at school.

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He created the cognitive development theory, which he divided into four discontinuous stages: the sensorimotor stage, preoperational stage, the concrete operational stage and the formal stage. The sensorimotor stage, from birth to age two, explains that an infant processes the world around them and learns with their eyes, ears, hands and mouth. This stage is important because motor skills develop from sucking and kicking to chewing and walking. Infants will also master object permanence which will help them in the later stages discover the world around them. The preoperational stage emphasizes the major change in symbolic activity, leading children into make-believe play.

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Sensorimotor Stage: During this stage parents can encourage the object permanence accomplishments, the feeling that the object exists even if they can’t be seen. Parents can hide the favorite toys of their infant’s partially, which makes the infant reach for the toys and as the infant grows, the toys can be hidden completely for the infant to look for. Pre-operational Stage: Parents can play smell games with their child by making the child guess the item by the smell without bringing the object in sight or contact. Concrete Operational : During this stage the children gain the ability to recognize conservation.

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There are four stages in Piaget’s theory and they are; sensorimotor, preoperational, operational, and formal operations. In each stage, a child will reach a new standard of cognitive development, which means that they are developing new abilities as they grow. Piaget stated that children may vary within each stage, for example a child in the preoperational stage may develop conservation of numbers before conservation of volume. However, the child must accomplish this stage before they can move up. Stages must be accomplished in order and non can be skipped.

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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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Just as Jean Piaget stated five stages of cognitive development of adults, Eric Erikson stated that children also pass through a series of psycho social development and that until and unless the

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