1. REPUBLIC OF THE PHILIPPINES
CAPIZ STATE UNIVERSITY
DUMARAO SATELLITE COLLEGE
ED 108 – FOUNDATION OF SPECIAL AND INCLUSIVE
EDUCATION
REPORTER:
JUDY ANN QUITONG
JAMES KYLE GALVEZ
JARHA MAUREEN ITALIA
COURSE FACILITATOR:
PROF. ELNA N. VELARDE
2. Learning Outcomes/ Objectives
At this end of this topic, you must have:
• Demonstrated understanding of the psychological and
philosophical bases of special and inclusive education
including its application.
• Elucidated inclusivity and equality as it applies to teaching;
and
• singled out implications of psychological theories to
teaching special and inclusive education
4. PIAGET’S COGNITIVE DEVELOPMENT
Who is Jean Piaget?
* Jean William Fritz Piaget was born in Switzerland in
the late 1800s, and a Swiss psychologist known for his
work on child development.
* His early exposure to the intellectual development of children
came when he worked as an assistant to Alfred Binet and
Theodore Simon as they worked to standardize their famous IQ
test.
5. • Jean Piaget’s theory of cognitive development suggest that
children move through four different stages of learning.
• His theory focuses not only on understanding how children
acquire knowledge but also understanding the nature of
intelligence.
• This observations reinforced his hypothesis that children’s mind
were not merely smaller version of adult mind.
6. Piaget’s four stages of Cognitive Development
• Sensorimotor Stage
• Pre - Operational Stage
• Concrete - Operational Stage
• Formal Operational Stage
7. Sensorimotor Stage
• Birth to 2 years
* During this earliest stage of cognitive development,
infants and toddlers acquire knowledge through sensory
experiences and manipulating objects.
* A child’s entire experience at this stage occurs through
basic reflexes, senses and motor responses.
8. Major characteristics and developmental changes during
sensorimotor stage:
• Know the world through movements and sensations.
• Learn about the world through basic actions such as
sucking, grasping, looking and listening.
• Learn that things continue to exist even when they cannot be
seen.
9. Pre-Operational Stage
• Ages 2 to 7 years old.
* The child can now make mental representations and is
able to pretend, the child is now closer to the use of
symbols.
* Kids learn through pretend play but still struggle with
logic and taking the point of view of other people.
10. Major characteristics and developmental changes
during this stage.
• Begin to think symbolically and learn to use words and
pictures to represent objects.
• Tend to be egocentric and struggle to see things from
the perspective of others.
• Getting better with language and thinking, but still tend
to think in very concrete terms.
11. Concrete Operational Stage
• Ages 7 to 11 years old
* Ability to think logically but only in terms of
concrete objects
* Less egocentric
12. Major characteristics and developmental changes
during this stage:
• Begin to think logically about concrete events.
• Thinking becomes more logical and organized, but
still very concrete.
13. Formal Operational Stage
• Age 12 and Up
* Ability to use deductive reasoning, and an
understanding of abstract ideas.
* Becomes more logical
14. Major characteristics and developmental changes
during this stage:
• Begin to think abstractly and reason about hypothetical
problems.
• Begins to think more about moral, philosophical,
ethical, social and political issues that require theoretical
and abstract reasoning.
