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John Piaget Research Paper

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John Piaget, a famous and influential researcher in psychology, is responsible for developing what is today known as Piaget’s theory of cognitive development. Piaget developed this theory of cognitive development to explain how children acquire the ability to think, learn, reason, and communicate. To explain this process of acquisition, Piaget simplified the process of cognitive development in to four stages. The four stages of Piaget’s theory of cognitive development are: the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational period. It is because of Piaget’s theory of cognitive development, that we can explain the differences in the thinking patterns of a 3-year-old preschooler and a 9-year-old student. …show more content…

We can justify this classification of a 3-year-old preschooler in many ways. For example, a 3-year-old preschooler is still unable to perform certain operations and think logically. The thinking of a 3-year-old is also greatly limited by animism, egocentrism, and centration. The 3-year-old also has the inability to converse, or conduct irreversible thinking. Clearly, there are many thought and communication skills and patterns that a 3-year-old preschooler has yet to develop, but they also still have some basic thinking and communication abilities. For example, 3-year-old preschoolers have basic enough thinking and communication abilities to use symbols to represent the world, ask questions to gather new information, and make believe play. Lastly, a 3-year-old preschooler’s age also falls within the general age category of someone who would be considered to be in the preoperational stage of Piaget’s theory of cognitive …show more content…

We can justify this classification in many ways. For example, a 9-year-old student is unable to think abstractly, which is a characteristic of the concrete operational stage. The 9-year-old student would also be capable of being able to understand and apply time, space, and quantity, but they would be unable to do apply them as independent concepts. The 9-year-old student would also be considered in the concrete operations stage, for unlike a 3-year-old preschooler, they display less egocentrism, centration does not occur, they can hold conversations, and they are able to think reversibly. Lastly, a 9-year-old student’s age also falls within the general age category of someone who would be considered to be in the concrete operations stage of Piaget’s theory of cognitive

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According to Piaget there are four stages of intelligence. They are as follows: the Sensorimotor stage from birth to 2 years of age. In this stage Piaget states that the child is able to objects and stimuli but lack an internal representation of the outside world. The Preoperational stage from ages two to seven in which the child is able to use language to communicate, they also have the ability to think in images and draw those images. The Concrete Operational stage from ages seven - eleven is where the child should be using logical reasoning and is able to think in multiple dimensions.

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According to Piaget’s theory a three year old and nine year old such as reasoning, perception, thinking, and logic. During the seventh and eighth year of childhood a child switched from the preoperational stage to the concrete operations stage. This explains why a three year old and nine year old child would have largely varying thinking pattern. To begin, a three year old cannot understand that changing the shape of an object doesn’t change the amount.

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Piaget’s theory of cognitive development states four stages of cognitive development. During the first Sensorimotor Stage which Piaget

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Piaget believed that children go through 4 stages which children can’t miss any stage to continue to develop cognitively. Every individual child has to

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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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Cognitive development is about our ability to think, reason and remember as well as organising and making sense of information that includes processes such as reasoning and remembering (Duchesne, McMaugh, Bocher, Krause, 2013). Piaget believed that children learn by individual discovery as he called them mini scientists and this is one of the ways children’s cognitive development advances as they learn through experience (Duchesne et al, 2013). Piaget believed that cognitive development is cumulative; that is, understanding a new experience grows out of a previous learning experience (Duchesne et al, 2013). (Development precedes learning) Piaget’s theory is based on his four cognitive stages which include the sensorimotor stage, preoperational stage, concrete operations stage and the formal operations stage.

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The first stage of Piaget’s Cognitive Development theory is the Sensorimotor Stage, which he states takes place from birth

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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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Piaget’s theory places an emphasis on how children actively “construct their own cognitive worlds” (Santrock, 2011, p. 172). The first stage in Piaget’s theory, known as the sensorimotor stage, starts from birth to about two years (Santrock, 2011). In this stage, infants use their senses in conjunction with their motoric actions (Santrock, 2011). The sensorimotor stage is divided into six sub stages, the first substage namely being simple reflexes.

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His approach of studying the development of the human mind was a synthesis of ideas drawn from biology and philosophy. He looked at human beings as biological organisms who must adapt successively to their environment. Piaget’s theory of cognitive development revolutionized the study of children’s cognitive development and it has undergone some revisions over the years. It also provides a set of basic principles to guide our understanding of cognitive development that are found in most recent theories.

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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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Piaget’s Theory of Cognitive Development Cognition is a process where different aspects of the mind are working together that lead to knowledge. Piaget’s cognitive development theory is based on stages that children go through as they grow that lead them to actively learn new information. Cognitive change occurs with schemes that children and adults go through to make sense of what is happening around them. The change that occurs is activity based when the child is young and later in life correlates to mental thinking. Piaget’s stages of cognitive development start from birth to adulthood

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The preschool child of 3 or 4 learns, perceives, thinks, reasons, and solves problems in ways that are vastly different from those that characterize the 1 or 2 year old (Mussen, Conger, and Kagan 298). A child uses their imagination which helps them to develop mentally. The very young infant is not only maturing, but also having experiences which are important for mental development (Breckenridge and Murphy 278). A child like to use their imagination which is a form of thinking. At the age of 3 to 6 years they are able to separate reality and fantasy (“The stage of self-awareness and imagination” par. 3).

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Cognitive development stages are the central part of Piaget’s theory, which demonstrate the development stages of children’s ability to think from infancy to adolescence, how to gain knowledge, self-awareness, awareness of the others and the environment. These stages are respectively relative to 4 ranges of age. It consists of characteristics of each stage and phenomena of each. The first stage between birth to 2 years old, children learn the external through senses and action, instinctively. They sense object permanently and they usually show anxiety to strangers.

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