Jean Piaget's theory of cognitive development suggests that intelligence changes as children grow. A child's cognitive development is not just about acquiring knowledge, the child has to develop or construct a mental model of the world. Cognitive development occurs through the interaction of innate capacities and environmental events, and children pass through a series of stages.

1. Prof.Omprakash H M
Sri Murugha Rajendra Swamiji B.Ed and M.Ed College
Behind G U K, Kusnoor Road
Gulbarga-585 106, Karnataka
Visit my website: www.nanoteaching.com

2. Concept of ChildCentre and ProgressiveEducation
Piaget's (1936, 1950) theory of cognitive development explains how a child constructs a
mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and
regarded cognitive development as a process which occurs due to biological maturation and
interaction with the environment.

3. Jean Piaget's theory of cognitive development suggests that intelligence changes
as children grow. A child's cognitive development is not just about acquiring
knowledge, the child has to develop or construct a mental model of the world.
Cognitive development occurs through the interaction of innate capacities and
environmental events, and children pass through a series of stages.
Piaget's theory of cognitive development proposes 4 stages of development.
Sensori motor stage: birth to 2 years
Preoperational stage: 2 to 7 years
Concrete operational stage: 7 to 11 years
Formal operational stage: ages 12 and up
The sequence of the stages is universal across cultures and follow the same
invariant (unchanging) order. All children go through the same stages in the same
order (but not all at the same rate).

8. Piaget branched out on his own with a new set of assumptions about children’s
intelligence:
Children’s intelligence differs from an adult’s in quality rather than in quantity. This
means that children reason (think) differently from adults and see the world in
different ways.
Children actively build up their knowledge about the world. They are not passive
creatures waiting for someone to fill their heads with knowledge.
The best way to understand children’s reasoning was to see things from their point
of view.
Although no stage can be missed out, there are individual differences in the rate at
which children progress through stages, and some individuals may never attain the
later stages.
Piaget did not claim that a particular stage was reached at a certain age - although
descriptions of the stages often include an indication of the age at which the average
child would reach each stage.

9. The Sensorimotor Stage
Ages: Birth to 2 Years
The first stage is the sensory motor stage, and during this stage the infant focuses on
physical sensations and on learning to co-ordinate his body.
Major Characteristics and Developmental Changes:
•The infant learns about the world through their senses and through their actions
(moving around and exploring its environment).
•During the sensorimotor stage a range of cognitive abilities develop. These include:
object permanence; self-recognition (the child realizes that other people are separate
from them); deferred imitation; and representational play.
•They relate to the emergence of the general symbolic function, which is the capacity
to represent the world mentally
•At about 8 months the infant will understand the permanence of objects and that they
will still exist even if they can’t see them and the infant will search for them when they
disappear.

10. During this stage the infant lives in the present. It does not yet have a mental picture
of the world stored in its memory therefore it does not have a sense of object
permanence.
If it cannot see something then it does not exist. This is why you can hide a toy from
an infant, while it watches, but it will not search for the object once it has gone out of
sight.
The main achievement during this stage is object permanence - knowing that an
object still exists, even if it is hidden. It requires the ability to form a mental
representation (i.e., a schema) of the object.
Towards the end of this stage the general symbolic function begins to appear where
children show in their play that they can use one object to stand for another.
Language starts to appear because they realise that words can be used to represent
objects and feelings.

12. The Preoperational Stage
Ages: 2 - 7 Years
The pre-operational stage is one of Piaget's intellectual development stages. It
takes place between 2 and 7 years. At the beginning of this stage the child does not
use operations, so the thinking is influenced by the way things appear rather than
logical reasoning.
A child cannot conserve which means that the child does not understand that
quantity remains the same even if the appearance changes.
Furthermore, the child is egocentric; he assumes that other people see the world as
he does. This has been shown in the three mountains study.
Major Characteristics and Developmental Changes:
Toddlers and young children acquire the ability to internally represent the world
through language and mental imagery.
During this stage, young children can think about things symbolically. This is the
ability to make one thing, such as a word or an object, stand for something other
than itself.

13. A child’s thinking is dominated by how the world looks, not how the world is. It is
not yet capable of logical (problem solving) type of thought.
Moreover, the child has difficulties with class inclusion; he can classify objects but
cannot include objects in sub-sets, which involves classify objects as belonging to
two or more categories simultaneously
Infants at this stage also demonstrate animism. This is the tendency for the child to
think that non-living objects (such as toys) have life and feelings like a person’s.
By 2 years, children have made some progress towards detaching their thought from
physical world. However have not yet developed logical (or 'operational') thought
characteristic of later stages.

16. The Concrete Operational Stage
Ages: 7 - 11 Years
By the beginning of the concrete operational stage, the child can use operations ( a set of
logical rules) so he can conserve quantities, he realizes that people see the world in a
different way than he does (decentring) and he has improved in inclusion tasks. Children
still have difficulties with abstract thinking.
Major Characteristics and Developmental Changes:
During this stage, children begin to thinking logically about concrete events.
Children begin to understand the concept of conservation; understanding that, although
things may change in appearance, certain properties remain the same.
During this stage, children can mentally reverse things (e.g. picture a ball of plasticine
returning to its original shape).
During this stage, children also become less egocentric and begin to think about how
other people might think and feel.

17. The stage is called concrete because children can think logically much more
successfully if they can manipulate real (concrete) materials or pictures of them.
Piaget considered the concrete stage a major turning point in the child's cognitive
development because it marks the beginning of logical or operational thought.
This means the child can work things out internally in their head (rather than
physically try things out in the real world).
Children can conserve number (age 6), mass (age 7), and weight (age 9).
Conservation is the understanding that something stays the same in quantity even
though its appearance changes.
But operational thought only effective here if child asked to reason about materials
that are physically present. Children at this stage will tend to make mistakes or be
overwhelmed when asked to reason about abstract or hypothetical problems.

19. The Formal Operational Stage
Ages: 12 and Over
The formal operational period begins at about age 11. As adolescents enter this
stage, they gain the ability to think in an abstract manner, the ability to combine
and classify items in a more sophisticated way, and the capacity for higher-order
reasoning.
Adolescents can think systematically and reason about what might be as well as
what is (not everyone achieves this stage).. This allows them to understand
politics, ethics, and science fiction, as well as to engage in scientific reasoning.
Adolescents can deal with abstract ideas: e.g. they can understand division and
fractions without having to actually divide things up. Solve hypothetical
(imaginary) problems.

20. Major Characteristics and Developmental Changes:
•Concrete operations are carried out on things whereas formal operations are carried
out on ideas. Formal operational thought is entirely freed from physical and perceptual
constraints.
•During this stage, adolescents can deal with abstract ideas (e.g. no longer needing to
think about slicing up cakes or sharing sweets to understand division and fractions).
•They can follow the form of an argument without having to think in terms of specific
examples.
•Adolescents can deal with hypothetical problems with many possible solutions. E.g. if
asked ‘What would happen if money were abolished in one hour’s time? they could
speculate about many possible consequences.
From about 12 years children can follow the form of a logical argument without
reference to its content. During this time, people develop the ability to think about
abstract concepts, and logically test hypotheses.
This stage sees emergence of scientific thinking, formulating abstract theories and
hypotheses when faced with a problem.

22. 1. According to jean Piaget, theory of cognitive development, in which stage
children gain the ability to seriate (arranged or occurring in one or more
series)object in a specified order?
1) Sensory motor
2) Pre-operational
3) Concrete operational
4) Formal Operational
2. According to jean Piaget, an ongoing process which refines and
transforms mental structures is called
1) Deferred imitation
2) Object Permanence
3) Assimilation
4) Equilibration

23. 1. (3) The concrete-operational stage depicts an important step in the cognitive
development of children(Piaget, 1947). According to Piaget, thinking in this stage
is characterised by logical Operations, such as conservation, reversibility or
classification, allowing logical reasoning.
2. (4) According to Jean Piaget, an ongoing process which refines and transforms
mental structures Is called equilibration. Piaget conceived equilibration. Piaget
conceived equilibration as an Ongoing process that refines and transforms mental
structures, constituting the basis of cognitive development. More equilibration
tends to occur as an individual is transitioning from one major developmental
stage to the next.

24. ಜೀನ್ ಪಿಯಾಜೆ 1986 ರಲ್ಲ
ಿ ಸ್ವಿ ಜರ್ ಲೆಂಡಿನ ನ್ಯಾ ಷೆಲ್ಟ
್ ಎೆಂಬಲ್ಲ
ಿ ಜನಿಸ್ವದರು.
10 ವರ್ಷದವನಿದ್ದಾ ಗ ಅಲ್ಲಿ ನೀ ಗುಬ್ಬಿ ಗಳ ಬಗ್ಗೆ ಲೇಖನ ಬರೆದರು.
21ನೇ ವಯಸ್ವಿ ನಲ್ಲ
ಿ ಜನೇವಾ ವಿಶ್
ಿ ವಿದ್ದಾ ಲಯದೆಂದ ಪ್ರ
ಾ ಣಿ ಶಾಸ್ತ
್ ಾ ದಲ್ಲ
ಿ ಡಾಕ್್ ರೇಟ್ ಪದವಿ
ಪಡೆದು ಮನೀವಿಶ್
ಿ ೀರ್ಣಾ ಸ್ವದ್ದಾ ೆಂತವನ್ನು ಅಧ್ಾ ಯನ ಮಾಡಲು ವಿಯೆನ್ಯು ದಲ್ಲ
ಿ ಸ್ವಗಮ ೆಂಡ್
ಫ್ರ
ಾ ಯ್ಡ
್ ರವರ ಮನವಿಶ್
ಿ ರ್ಣಾ ಸಂಸ್ಥೆ ಗ್ಗ ಸೇರಿ ಕೆಂಡರು.
ಅಲರ ಾ ಡ್ ಬ್ಬೀನೆ ಅವರ ಪ್ರ
ಾ ರಂಭಿಸ್ವದ ಬುದಿ ಶ್ಕ್ತ
್ ಪರಿೀಕ್ಷಣ ಸಂಸ್ಥೆ ಯನ್ನು ಸೇರಿಕೆಂಡರು.
ಬೌದಿ ಕ್ ವಿಕಾಸ್ತ ಸ್ವದ್ದಿ ೆಂತ ರೂಪಿಸ್ತಲು ಕಾರಣ
ಇವರು ತಮಮ ಇಬಿ ರು ಮಕ್ಕ ಳ ಮೇಲ ಬುದಿ ಶ್ಕ್ತ
್ ಹೇಗ್ಗ ವಿಕಾಸ್ತವಾಗುತ
್ ದೆ ಎೆಂಬುದರ
ಅಧ್ಾ ಯನ ಕೈಗೆಂಡರು ಇವರ ಹಲವಾರು ಪ
ಾ ಶ್
ು ಗಳಿಗ್ಗ ಉತ
್ ರವೇ ಅವರ ಬೌದಿ ಕ್ ವಿಕಾಸ್ತ
ಸ್ವದ್ದಿ ೆಂತವನ್ನು ರೂಪಿಸ್ತಲು ಕಾರಣವಾಯಿತು.
ಪಿಯಾಜೆಯವರ ವಾಾ ಖ್ಯಾ :- (GOVERNMENT BOOKS)
ಜ್ಞಾ ನ್ಯತಮ ಕ್ ವಿಕಾಸ್ತ ಸ್ವದ್ದಿ ೆಂತದ ಅತಾ ೆಂತ ಶ್
ಾ ೀರ್ಠ ಹಾಗೂ ಪ
ಾ ಭಾವಿ ಪ
ಾ ತಿಪ್ರದಕ್ರಾದ
ಸ್ವಿ ಜರ್ಲಾ ಷೆಂಡಿನ ಶಿಶುಮನೀವಿಜ್ಞಾ ನ ಯಾದ ಜೀನ್ ಪಿಯಾಜೆಯವರ ಕ್ಲ್ಲಕಾ ಕಾರನ್ನು
ಕ್ತ
ಾ ಯಾತಮ ಕ್ವಾಗಿ ಜ್ಞಾ ನವನ್ನು ಸೃಷ್ಟ್ ಸ್ವ ಅದನ್ನು ಪರಿೀಕ್ತ
ಿ ಸ್ವ ತನು
ಸ್ತಿ ೆಂತದ್ದಾ ಗಿಸ್ವಕಳ್ಳು ವ ಹಲವು ಹಂತಗಳನ್ನು ಒಳಗೆಂಡಿದೆ ಎೆಂದು ಪ
ಾ ತಿವಾದಸ್ವದರು.
ಪಿಯಾಜೆಯವರ ಸ್ವದ್ದಿ ೆಂತವು ಮಕ್ಕ ಳ ಜ್ಞಾ ನ್ಯತಮ ಕ್ ವಿಕಾಸ್ತದ ನ್ಯಲುಕ ಹಂತಗಳನ್ನು
ಪ
ಾ ತಿಪ್ರದಸುತ
್ ದೆ.
ಪಿಯಾಜೆಯವರ ಸ್ವದ್ದಿ ೆಂತದ ಪ
ಾ ಮುಖ ಪರಿಕ್ಲಪ ನೆಗಳ್ಳ
1) ಸ್ವಕ ೀಮಾ :- ಜ್ಞಾ ನ ಸಂಸ್ತಕ ರಿಸ್ತಲು ವಾ ಕ್ತ
್ ಹೆಂದರುವ ವಿಧಾನ. (KARTET, CET 2014, 15, 17).
ಅಥವಾ
ವಾ ಕ್ತ
್ ತನು ಪರಿಸ್ತರದಲ್ಲ
ಿ ನ ವಸು
್ ಗಳೆಂದಗ್ಗ ವಾ ವಹರಿಸುವ ವತಷನ್ಯ ವಿನ್ಯಾ ಸ್ತಗಳನ್ನು ಪಿಯಾಜೆ
ಜ್ಞಾ ನ್ಯತಮ ಕ್ ಸಂರಚನೆಗಳ್ಳ ಅಥವಾ ಸ್ವೀಮಾ ಎೆಂದು ಕ್ರೆದದ್ದಾ ರೆ.
(ಜ್ಞಾ ನ್ಯತಮ ಕ್ ಸಂರಚನೆಗಳ್ಳ, ಆಕೃತಿಕ್ಲಪ )
ಪಿಯಾಜೆಯವರ
ಜ್ಞಾ
ನ್ಯತಮ
ಕ್
/
ಸಂಜ್ಞಾ
ನ್ಯತಮ
ಕ್
ವಿಕಾಸ್ತ
ಸ್ವದ್ದಿ
ೆಂತ
ಅಥವಾ
ಪಿಯಾಜೆಯವರ
ವಿಕಾಸಾತಮ
ಕ್
ಕ್ಲ್ಲಕಾ
ಸ್ವದ್ದಿ
ೆಂತ

25. 2) ಹೆಂದ್ದಣಿಕೆ
ಸಾಿ ೆಂಗಿೀಕ್ರಣ ಅಥವಾ ಮನೀಗತ ಮಾಡಿಕಳ್ಳು ವಿಕೆ :- ಮನೀಗತ ಮಾಡಿಕಳ್ಳು ವಿಕೆ ಅಥವಾ ಸಾಿ ೆಂಗಿೀಕ್ರಣ
ಎೆಂದರೆ ಹಸ್ತ ಪರಿಕ್ಲಪ ನೆಗಳ್ಳ ಮತು
್ ಅನ್ನಭವಗಳನ್ನು ಪ
ಾ ಸು
್ ತ ಅಸ್ವ
್ ತಿ ದಲ್ಲ
ಿ ರುವ ಜ್ಞಾ ನ್ಯಜಷನೆಯ ಯುಕ್
್
ಭಾಗದಲ್ಲ
ಿ ಸೇರಿಸ್ವಕಳ್ಳು ವ ಪ
ಾ ಕ್ತ
ಾ ಯೆ.
ಉದ್ದಹರಣೆ :- ತುಟಿಯ ಚಲನೆಯು ಮಗುವಿನ ಮೂಲ ಸಾಮಥಾ ಷವಾಗಿದುಾ ಅದು ಮೊಲ ತೊಟಿ್ ನಿೆಂದ ಹಾಲು
ಹೀರುವುದು ಸಾಿ ೆಂಗಿೀಕ್ರಣ, ಒೆಂದು ಚಮಚೆಯನ್ನು ಹಡಿದುಕಳ
ು ಲು ಕ್ಲ್ಲತ ಚಿಕ್ಕ ಮಗು ಅದೇ ರಿೀತಿಯ ಉದಾ ನೆಯ
ತೆಳ
ು ನೆಯ ವಸು
್ ಗಳಾದ ಪೆನಿಿ ಲ್ಟ, ಪೆನ್, ಮತು
್ ಕ್ಡಿ್ ಗಳನ್ನು ಹಡಿಯುವಾಗ ಮನೀಗತ ಮಾಡಿಕೆಂಡಿರುವುದನ್ನು
ಅಥವಾ ಸಾಿ ೆಂಗಿೀಕ್ರಣ ಆಗಿರುವುದನ್ನು ಪ
ಾ ದಶಿಷಸುತ್ತ
್ ನೆ.
ಸ್ತರಳ ಅಥಷದಲ್ಲ
ಿ ಹೇಳ್ಳವುದ್ದದರೆ,
ಮಗುವಿನಲ್ಲ
ಿ ಈಗಾಗಲೇ ಇರುವ ಜ್ಞಾ ನ್ಯತಮ ಕ್ ಸಂರಚನೆಗಳಿಗ್ಗ ಸ್ತದಾ ದ ಪರಿಸ್ತರದ ಅಗತಾ ಗಳಿಗೂ ಮಧ್ಾ
ಉೆಂಟಾಗುವ ಹೆಂದ್ದಣಿಕೆಯೇ ಸಾಿ ೆಂಗಿೀಕ್ರಣ.
ಸ್ತೆ ಳಾವಕಾಶ್ ಒದಗಿಸುವಿಕೆ :- ಹಸ್ತದೆಂದು ವಸು
್ ಅನ್ನಭವಕೆಕ ದರೆತ್ತಗ ಹಳೆಯ ಜ್ಞಾ ನ್ಯತಮ ಕ್ ಸಂರಕ್ಷಣೆಯ
ಕೆಲವು ಅೆಂಶ್ಗಳನ್ನು ಮಾಪಷಡಿಸುವ ಅಥವಾ ಹಸ್ತ ವಸು
್ ವಿಗ್ಗ ಸ್ತಮಪಷಕ್ವಾದ ಜ್ಞಾ ನ್ಯತಮ ಕ್ ಸಂರಚನೆಯನ್ನು
ಕ್ಲ್ಲಯುವ ಪ
ಾ ಕ್ತ
ಾ ಯೆಯೆ ಸ್ತೆ ಳಾವಕಾಶ್.
ಜ್ಞಾ ನ್ಯತಮ ಕ್ ವಿಕಾಸ್ತದ ಹಂತಗಳ್ಳ :-
ಪಿಯಾಜೆ ಅವರು ಮಗುವಿನ ನನು ಮುಖ ವಿಕಾಸ್ತದಲ್ಲ
ಿ ನ್ಯಲುಕ ಹಂತಗಳನ್ನು ಸೂಚಿಸ್ವದ್ದಾ ರೆ ಅವುಗಳೆೆಂದರೆ,
ಸಂವಿಧಾನ ಗತಿ ಹಂತ (Sensorimotor Stage)
ಕಾಯಷ ಪೂವಷ ಹಂತ (Pre - Operational Stage)
ಮೂತಷ ಕಾಯಷಗಳ ಹಂತ (Concrete Operational Stage)
ಔಪಚಾರಿಕ್ ಕಾಯಷಗಳ ಹಂತ(Formal Operational Stage)

26. 1) ಸಂವೇದನ್ಯಗತಿ ಹಂತ ( 0 – 2) (GOVERNMENT BOOKS)
* ಇೆಂದ
ಾ ಯ ಸಂವೇದನೆಗಳ್ಳ
* ಗತಿಶಿೀಲನ್ಯ ಚಟುವಟಿಕೆಗಳ್ಳ
• ಮಗುವಿನ ಇೆಂದ
ಾ ಯ ಸಂವೇದನೆಗಳ್ಳ ಮತು
್ ಗತಿಶಿೀಲ ಚಟುವಟಿಕೆಗಳ ನಡುವಿನ ಅನಾ ಕ್ತ
ಾ ಯೆಯನ್ನು ಗುರುತಿಸ್ವ ಪಿಯುಸ್ವ
ಅವರು ಮೊದಲ ಎರಡು ವರ್ಷಗಳನ್ನು ಸಂವೇದನ್ಯಗತಿ ಹಂತ ಎೆಂದು ಕ್ರೆದದ್ದಾ ರೆ.
• ಈ ಹಂತದಲ್ಲ
ಿ ಮಗು ತ್ತತ್ತಕ ಲ್ಲಕ್ ಚಲಕ್ ಗಳಿೆಂದ ಪ
ಾ ಭಾವಿತವಾದ ಜ್ಞಾ ನ್ಯತಮ ಕ್ ರಚನೆಗಳ ಕ್ಡೆಗ್ಗ ಪ
ಾ ಗತಿ ಹೆಂದುತ
್ ದೆ.
• ಹೆಚ್ಚು ಸುವಾ ವಸ್ವೆ ತವಾದ ಮೂತಷ ಪರಿಕ್ಲಪ ನೆಗಳನ್ನು ಕುರಿತು ಏಕಾತಮ ಕ್ ಭಾವನೆ ತೊೀರುತ್ತ
್ ನೆ.
• ವಿಭಿನು ಭಾವನ್ಯತಮ ಕ್ತೆಯನ್ನು ನಿಧಾನವಾಗಿ ಹೆಂದುತ್ತ
್ ನೆ.
• ಈ ಹಂತದಲ್ಲ
ಿ ಮಗುವು ಅಹಂ ಪೆ
ಾ ೀರಿತ ಸ್ತಿ ಭಾವ ಹೆಂದರುತ
್ ದೆ.
• ಇತರ ಭಾವನೆಗಳನ್ನು ಸ್ವಿ ೀಕ್ರಿಸ್ತಲು ಮತು
್ ಇತರರಂತೆ ಆಲೀಚಿಸ್ತಲು ವಿಫಲವಾಗುತ
್ ದೆ.
2)ಕಾಯಷ ಪೂವಷದ ಹಂತ / ಸ್ವೆ ರ ಕ್ತ
ಾ ಯಾಪೂವಷ (2 – 7)
ಜ್ಞಾ ನ್ಯತಮ ಕ್ ವಿಕಾಸ್ತದ ಎರಡನೇ ಹಂತವು ಮಗುವಿನ ಮೂರನೇ ವರ್ಷದೆಂದ ಆರಂಭವಾಗಿ ಸುಮಾರು 7ನೇ ವರ್ಷದವರೆಗ್ಗ
ಮುೆಂದುವರೆಯುತ
್ ದೆ.
ವಾಸ್ತ
್ ವಿಕ್ತೆಯ ಅರಿವು ಮೂಡಿಸ್ವ ಕಳ
ು ಲು ಮಗು ಈ ಹಂತದಲ್ಲ
ಿ ಭಾಷಾ ಬಳಕೆ ಆರಂಭಿಸುತ
್ ದೆ.
ವಿವಿಧ್ ಅೆಂಶ್ಗಳನ್ನು ಆಧ್ರಿಸ್ವ ವಸು
್ ಗಳನ್ನು ವಿೆಂಗಡಿಸುತ್ತ
್ ನೆ.
ಸಂಖ್ಯಾ ಗಳನ್ನು ನಕ್ಲು ಮಾಡುತ್ತ
್ ನೆ.
ಮಕ್ಕ ಳ ಭಾಷಾ ಕೌಶ್ಲಾ ವಿಕಾಸ್ತ ವಾಗಿ ಹೆಚಿು ನ ಸಾಮಾಜಕ್ರಣ ಕೆಕ ದ್ದರಿ ಮಾಡಿಕಡುತ
್ ದೆ.
ಇದರಿೆಂದ ವತಿಷಸ್ತಲು ಮತು
್ ಸಂವಹಸ್ತಲು ಸ್ತಹಕಾರಿಯಾಗುತ
್ ದೆ.
ಆದಾ ರಿೆಂದ ಸಾಮಾಜಕ್ರಣ ಕ್ತ
ಾ ಯೆ ವೇಗ ವರ್ಧಷತಗಳ್ಳು ತ
್ ದೆ.
ಈ ಹಂತದಲ್ಲ
ಿ ಬೆಳವಣಿಗ್ಗಯಾಗುವ ಕೆಲವು ಪ
ಾ ಮುಖ ಪರಿಕ್ಲಪ ನೆಗಳೆೆಂದರೆ,
• ವಿಳಂಬ್ಬತ ಅನ್ನಕ್ರಣೆ
• ಸಾೆಂಕೇತಿಕ್ ಆಟ
• ಚಿತ
ಾ ರಚನ್ಯ ಸಾಮಥಾ ಷ
• ಸೃಜನಶಿೀಲ ಹಾಗೂ ಕ್ಲಪ ನ್ಯತಮ ಕ್ ಸಾಮಥಾ ಷ

27. 3)ಮೂತಷ ಕಾಯಷಗಳ ಹಂತ / ವಾಸ್ತ
್ ವಿಕ್ ಕ್ತ
ಾ ಯಾ ಹಂತ (7 – 11)
ಈ ಹಂತವು ಸಾಮಾನಾ ವಾಗಿ ಮಗುವಿನ 8ನೇ ವರ್ಷದೆಂದ 12ನೇ ವರ್ಷದ ವರೆಗ್ಗ ಇರುತ
್ ದೆ.
ಮಕ್ಕ ಳ್ಳ ತಕ್ಷಬದಿ ತೆಯನ್ನು ಬೆಳೆಸ್ವಕಳ
ು ಲು ಆರಂಭಿಸುತ್ತ
್ ರೆ. (ತ್ತಕ್ತಷಕ್ ಆಲೀಚನ್ಯ ಸಾಮಥಾ ಷ)
ತ್ತಕ್ತಷಕ್ತೆಯು ಮೂತಷ ವಸು
್ ಮತು
್ ಸಂಗತಿಗಳನ್ನು ಆಧ್ರಿಸ್ವರುತ
್ ದೆ.
ಹಲವಾರು ಸಾೆ ಯಿತಿ ದ ಪರಿಕ್ಲಪ ನೆಗಳ್ಳ ಈ ಹಂತದಲ್ಲ
ಿ ಬೆಳೆಸ್ವಕಳ್ಳು ತ
್ ದೆ.
6 ನೇ ವಯಸ್ವಿ ನಲ್ಲ
ಿ ಸಂಖ್ಯಾ ಸಾೆ ಯಿತಿ
7 ನೇ ವಯಸ್ವಿ ನಲ್ಲ
ಿ ದ
ಾ ವಾ ಸಾೆ ಯಿತಿ
9 ನೇ ವಯಸ್ವಿ ನಲ್ಲ
ಿ ತೂಕ್ ಸಾೆ ಯಿತಿ
4) ಔಪಚಾರಿಕ್ ಕಾಯಷಗಳ ಹಂತ / ಸಾತಿಿ ಕ್ ಸ್ವೆ ರಕ್ತ
ಾ ಯಾ ಹಂತ (11 ^)
ತ್ತರುಣಾ ವಸ್ಥೆ ಯಲ್ಲ
ಿ ಮಕ್ಕ ಳ್ಳ ಔಪಚಾರಿಕ್ ಕಾಯಷಗಳ ಹಂತವನ್ನು ಪ
ಾ ವೇಶಿಸುತ್ತ
್ ರೆ.
ಮಕ್ಕ ಳ್ಳ ಅಮೂತಷ ಬೌದಿ ಕ್ ಕಾಯಷಗಳನ್ನು ನಿವಷಹಸುವಷ್ಟ್ ಸಾಮಥಾ ಷ ಪಡೆದುಕಳ್ಳು ತ್ತ
್ ರೆ.
ಭಾವನ್ಯತಮ ಕ್ ಹಾಗೂ ಬೌದಿ ಕ್ ಪಕ್ಿ ತೆ ಹೆಂದುತ್ತ
್ ರೆ.
ಅಮೂತಷ ಆಲೀಚನ್ಯ ಸಾಮಥಾ ಷ ಬೆಳೆಸ್ವಕಳ್ಳು ತ್ತ
್ ರೆ.
ಮಕ್ಕ ಳ್ಳ ತಮಮ ಹಾಗೂ ಇತರರ ವಿಚಾರಗಳನ್ನು ಪ
ಾ ಶಂಸ್ವಸುವ ಸಾಮಥಾ ಷ ಬೆಳೆಸ್ವಕಳ್ಳು ತ್ತ
್ ರೆ.
ವೈಜ್ಞಾ ನಿಕ್ ಚಿೆಂತನೆ ಸೃಜನಶಿೀಲ ಸಾಮಥಾ ಷ ನಿಧಾಷರ ಕೈಗಳ್ಳು ವ ಕೌಶ್ಲಾ ಮತು
್ ಸ್ತಮಸ್ಥಾ ನಿವಾರಣಾ ಕೌಶ್ಲಾ ಗಳ್ಳ
ಬೆಳವಣಿಗ್ಗಯಾಗುತ
್ ವೆ.
ಅನ್ನಗಮನ ನಿಗಮನ್ಯತಮ ಕ್ ಚಿೆಂತನ್ಯ ಸಾಮಥಾ ಷ ಮತು
್ ಸ್ತಮಸ್ಥಾ ಪರಿಹಾರ ಪ
ಾ ತಿಫಲನ್ಯತಮ ಕ್ ಚಿೆಂತನೆ ಮತು
್ ತ್ತಕ್ತಷಕ್
ಹೇಳಿಕೆಗಳನ್ನು ಬ್ಬಡಿಸುವ ಸಾಮಥಾ ಷ ವೃದಿ ಯಾಗುತ
್ ದೆ.

28. ಸ್ತಿ - ಮೌಲಾ ಮಾಪನ
1) ಜ್ಞಾ ನ್ಯತಮ ಕ್ ವಿಕಾಸ್ತದ ಅಧ್ಾ ಯನಕೆಕ ಅೆಂತರಾಷ್ಟ್ ಾ ೀಯ ಪ
ಾ ಶ್ಸ್ವ
್ ಪಡೆದ ವಾ ಕ್ತ
್ ಯಾರು?
A. ಸ್ವಗಮ ೆಂಡ್ ಫ್ರ
ಾ ಯ್ಡ
್
B. ಕಹಿ ಬರ್ಗಷ
C. ಪಿಯಾಜೆ
D. ವಾಟಿ ನ್
2) ಜೀನ್ ಪಿಯಾಜೆ ಒಬಿ
A. ಜಮಷನ್ ಮನೀವಿಜ್ಞಾ ನಿ
B. ಬ್ಬ
ಾ ಟಿಷ್ ಮನೀವಿಜ್ಞಾ ನಿ
C. ಸ್ವಿ ಸ್ ಮನೀವಿಜ್ಞಾ ನಿ
D. ಅಮೆರಿಕ್ನ್ ಮನೀವಿಜ್ಞಾ ನಿ
3) ಜೀನ್ ಪಿಯಾಜೆಯವರ ಜ್ಞಾ ನತಮ ಕ್ ವಿಕಾಸ್ತದಲ್ಲ
ಿ _____________ಪ
ಾ ಮುಖ ಹಂತಗಳನ್ನು ಗುರುತಿಸ್ವದ್ದಾ ರೆ.
A. 2
B. 3
C. 4
D. 5
4) ಜೀನ್ ಪಿಯಾಜೆ ಯವರ ಪ
ಾ ಕಾರ ಜ್ಞಾ ನ್ಯತಮ ಕ್ ವಿಕಾಸ್ತ ದಲ್ಲ
ಿ ಮೊದಲು ಕಾಣಿಸ್ವಕಳ್ಳು ವ ಅೆಂಶ್
A. ಪರಿಕ್ಲಪ ನೆ
B. ಸ್ವಕ ೀಮಾ
C. ಭಾಷೆ
D. ಕ್ಲಪ ನೆಗಳ್ಳ

29. 5) ಹಸ್ತ ವಿರ್ಯವನ್ನು ಈಗಾಗಲೇ ಹೆಂದರುವ ಜ್ಞಾ ನ ಸಂರಚನೆ ಯೆಂದಗ್ಗ ಸೇರಿಸ್ವ ಕಳ್ಳು ವುದನ್ನು ಈ ರಿೀತಿ
ಕ್ರೆಯುತ್ತ
್ ರೆ
A. ಸ್ವಕ ಮಾ
B. ಮನೀಗತ ಮಾಡಿಕಳ್ಳು ವಿಕೆ
C. ಸ್ತೆ ಳಾವಕಾಶ್ ಒದಗಿಸುವುದು
D. ಸ್ತಮಸ್ವೆ ತಿ ಕಾಯುಾ ಕಳ್ಳು ವಿಕೆ
6) ಪಿಯಾಜೆ ಅವರು ನಿೀಡಿರುವ ಜ್ಞಾ ನ್ಯತಮ ಕ್ ಬೆಳವಣಿಗ್ಗ ಸ್ವದ್ದಿ ೆಂತದ ಹಂತಗಳ ಸ್ತರಿಯಾದ ಅನ್ನಕ್
ಾ ಮ
A. ಸಂವೇದನ ಗತಿ ಹಂತ, ಔಪಚಾರಿಕ್ ಕಾಯಷಗಳ ಹಂತ ಕಾಯಷ ಪೂವಷ ಹಂತ, ಮೂತಷ ಕಾಯಷಗಳ ಹಂತ
B. ಸಂವೇದನ ಗತಿ ಹಂತ, ಕಾಯಷ ಪೂವಷ ಹಂತ, ಔಪಚಾರಿಕ್ ಕಾಯಷಗಳ ಹಂತ, ಮೂತಷ ಕಾಯಷಗಳ ಹಂತ
C. ಸಂವೇದನ್ಯಗತಿ ಗತಿ ಹಂತ, ಕಾಯಷ ಪೂವಷ ಹಂತ, ಮೂತಷ ಕಾಯಷಗಳ ಹಂತ, ಔಪಚಾರಿಕ್ ಕಾಯಷಗಳ ಹಂತ
D. ಸಂವೇದನ ಗತಿ ಹಂತ, ಮೂತಷ ಕಾಯಷಗಳ ಹಂತ, ಕಾಯಷ ಪೂವಷ ಹಂತ, ಔಪಚಾರಿಕ್ ಕಾಯಷಗಳ ಹಂತ
7) ಮಗುವಿನಲ್ಲ
ಿ ತ್ತಕ್ತಷಕ್ ಆಲೀಚನೆ ಶ್ಕ್ತ
್ ಮೂಡುವುದು ಯಾವ ಹಂತದಲ್ಲ
ಿ
A. ಮೂತಷ ಕಾಯಷಗಳ ಹಂತ
B. ಕಾಯಷ ಪೂವಷ ಹಂತ
C. ಔಪಚಾರಿಕ್ ಕಾಯಷಗಳ ಹಂತ
D. ಸಂವೇದನ್ಯಗತಿ ಹಂತ

30. Kohlberg's theory of moral development is a theory that focuses on how children develop morality and
moral reasoning. Kohlberg's theory suggests that moral development occurs in a series of six stages. The
theory also suggests that moral logic is primarily focused on seeking and maintaining justice.

32. What Is Moral Development?
How do people develop morality? This question has fascinated parents, religious leaders, and philosophers
for ages, but moral development has also become a hot-button issue in psychology and education. Do
parental or societal influences play a greater role in moral development? Do all kids develop morality in
similar ways?
American psychologist Lawrence Kohlberg developed one of the best-known theories exploring some of
these basic questions. His work modified and expanded upon Jean Piaget's previous work but was more
centered on explaining how children develop moral reasoning.
How did the two theories differ? Piaget described a two-stage process of moral development.
Kohlberg extended Piaget's theory, proposing that moral development is a continual process that occurs
throughout the lifespan. His theory outlines six stages of moral development within three different levels.
Stages of Moral Development
Kohlberg's theory is broken down into three primary levels. At each level of moral development, there are
two stages. Similar to how Piaget believed that not all people reach the highest levels of cognitive
development, Kohlberg believed not everyone progresses to the highest stages of moral development.

34. Stages of Moral Development
Kohlberg's theory is broken down into three primary levels. At each level of moral development, there are
two stages. Similar to how Piaget believed that not all people reach the highest levels of cognitive
development, Kohlberg believed not everyone progresses to the highest stages of moral development.
Level 1. Preconventional Morality
Preconventional morality is the earliest period of moral development. It lasts until around the age of 9. At
this age, children's decisions are primarily shaped by the expectations of adults and the consequences for
breaking the rules. There are two stages within this level:
•Stage 1 (Obedience and Punishment): The earliest stages of moral development, obedience and punishment
are especially common in young children, but adults are also capable of expressing this type of reasoning.
According to Kohlberg, people at this stage see rules as fixed and absolute.7 Obeying the rules is important
because it is a way to avoid punishment.
•Stage 2 (Individualism and Exchange): At the individualism and exchange stage of moral development,
children account for individual points of view and judge actions based on how they serve individual needs. In
the Heinz dilemma, children argued that the best course of action was the choice that best served Heinz’s
needs. Reciprocity is possible at this point in moral development, but only if it serves one's own interests.

35. Level 2. Conventional Morality
The next period of moral development is marked by the acceptance of social rules regarding what is good
and moral. During this time, adolescents and adults internalize the moral standards they have learned from
their role models and from society.
This period also focuses on the acceptance of authority and conforming to the norms of the group. There are
two stages at this level of morality:
•Stage 3 (Developing Good Interpersonal Relationships): Often referred to as the "good boy-good girl"
orientation, this stage of the interpersonal relationship of moral development is focused on living up to social
expectations and roles.7 There is an emphasis on conformity, being "nice," and consideration of how choices
influence relationships.
•Stage 4 (Maintaining Social Order): This stage is focused on ensuring that social order is maintained. At this
stage of moral development, people begin to consider society as a whole when making judgments. The focus
is on maintaining law and order by following the rules, doing one’s duty, and respecting authority.

36. Level 3. Postconventional Morality
At this level of moral development, people develop an understanding of abstract principles of morality. The
two stages at this level are:
•Stage 5 (Social Contract and Individual Rights): The ideas of a social contract and individual rights cause
people in the next stage to begin to account for the differing values, opinions, and beliefs of other
people.7 Rules of law are important for maintaining a society, but members of the society should agree
upon these standards.
•Stage 6 (Universal Principles): Kohlberg’s final level of moral reasoning is based on universal ethical
principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even
if they conflict with laws and rules.

37. Q. 1 According to Kohlberg, the thinking process involved in making decisions about the question of right and
wrong is called –
a. moral realism
b. ethical dilemma
Advertisement
c. ethics of cooperation
d. moral reasoning
Ans-d
Q.2 A child argues – “You do this for me and I will do it for you. “What stage of moral reasoning would this
child come under the confessional worker?
a. assistive objective orientation
b. Punishment and Obedience Orientation
c. good boy – good boy orientation
d. social contract orientation
Ans-a

38. Q.3 According to Kohlberg, can a teacher develop moral values ​​in children?
a. giving strict instructions on how to behave
b. giving importance to religious education
c. by making clear rules of behavior
d. by involving them in discussions based on ethical issues
Ans -d
Q.4 Which of the following can be considered as a contribution of Kohlberg’s theory?
a. He believes that children are moral philosophers.
b. His theory has supported an association between cognitive maturity and moral maturity.
c. This principle has elaborate testing procedures.
d. It establishes a clear connection between moral reasoning and action.
Ans -b

57. Meaning of Socialization:- Socialization occurs through human interaction. In other
words, socialization is a process through which individuals learn to become members of
society by internalizing social norms, values, and expectations and by learning the
appropriate cognitive, personal, and social skills they need to function as productive
members of their societies.
Definition of socialization by various sociologists:-
WF Ogburn:-According to him socialization is the process of learning the norms of the
group and society.
ES Bogardus:- According to him, socialization is a process of learning to live and work
together.
JJ Macionis:- socialization is a lifelong process by which an individual becomes a proper
member of society and develops human characteristics.
Type of Socialization:
There are two main types of socialization:
1. Primary Socialization
2. Secondary Socialization

58. Primary socialization:- the period early in a person's life during which they initially
learn and build their selves through experiences and interactions around them. The period
of primary socialization starts with the birth of the child. At that time, the child has no
conception and comes only with the sensory schema. It is called primary due to two facts
first is it happens at the starting phase of life and second, most importantly, it has a
powerful impact on our lives and plays determining role in shaping attitudes. Primary
socialization usually happens in the family. The primary agent of socialization is family
because during our early years we acquire human skills, goals, and attitudes of our culture
and society from the family.
Secondary Socialization:- secondary socialization starts with a child’s first steps into
the larger society. It refers to the process of learning what is the appropriate behavior as a
member of a smaller group within the larger society. Basically, it is the behavioral patterns
reinforced by socializing agents of society. Secondary socialization takes place outside the
home. Although most of the learning of roles, skills, and proper behaviors occur during
secondary socialization.