Applied Developmental Activity

1. Applied Developmental
Theory Activity
Lori Banner
EDU/305
January 29, 2018
Christina Everett

2. Jean Piaget (1896-1980)
Sensori-Motor Stage
Pre-Operational Stage
Concrete Operations
Formal Operation

3. A Swiss theorist Jean Piaget’s approach was
Psychosocial. The principle of his theory was that
“personalities develop in eight stages throughout a
lifetime. Development is influenced through
interactions with family, friends and culture” (2018).
He believed that children are active learners and must
be in a stimulating environment where they can
explore, discover and experiment. Children do not
think the way an adult thinks. Infants, toddlers,
preschoolers, school-aged children and adults have
different thinking processes. Each age has a different
way to solve problems and explore their world.

4. Sensori-Motor Stage: Birth to 2 years
This stage involves six substages where the child will show significant gains in their thinking progress.
An infant uses their senses, physical and motor skills to explore their world. This is how they develop
their cognitive understanding. They focus on what they “see.” They learn about the world through trial
and error. Once the infant starts crawling, standing and walking, their cognitive development increases
and language development begins.

5. Pre-Operational Stage: 2 - 7 years
A child is not as reliant upon their senses and physical exploration
during this stage. A child will not think logically at this stage. They
do not understand time or cause and effect. The child develops
memory and imagination and will play make-believe.

6. Concrete Operations
This stage aligns with the middle childhood stage. At this time, the child begins to think
logically. A child will need concrete material to help them reach the logical conclusion.
During this stage a child will work on mathematical problems, but still use counters or fingers
to help. At this elementary-age the child will demonstrate logical and concrete reasoning.
They begin to understand that their thoughts are their own and a part of their reality.

7. Formal Operation
It was Jean Piaget’s belief that once a child passed 12 years this stage would include the rest of their
life. They have the ability to thinking abstractly and solve problems in their head. They have the
capability to handle complex issues and ponder abstract relationships. Piaget believed that continued
intellectual development depends on the adult accumulating knowledge.

8. The Main Educational Implications
of Piaget’s Theory
Focus on thinking and learning,
not just the final product
Student-Centered Learning
Do Not Accelerate a Child’s
Process
Children Develop at Different
Rates

9. As an educator, one must emphasis the importance of a student learning a
process and understanding it fully. The key is not to get the answer, but to
understand the process it took to reach the answer. Focus on “thinking” and
“learning” not on “getting it done.”
It is important to allow the child to discover through activities, and self-initiated
involvement the information. A child should interact with their environment
and not just be presented with a bunch of facts and knowledge. Teachers
should take an active, mentoring role with students. Listen to your student’s
ideas, suggestions and opinions. Take them seriously. Encourage students to
learn from each other.
Do not “push” a child through their development. This is very dangerous.
Every child develops differently and at a different rate. Activities should be
individualized and not just for a group. Do not pressure a child to adapt to one
learning style. Use independent, hands-on learning that accommodates all
different learning styles.

11. Activities
This activity will be for Piaget’s Pre-Operational Period: ages 2-7
Materials
- 2 equal balls of play-doh
- 2 glasses (same size) of colored water
- pennies
Teaching “Lack of Conservation”
Activities that use the Piaget’s theory will have concrete props and visual aids. The use of models and time
lines work well. A teacher should use familiar examples to explain complex ideas. Children’s Activities should
be given opportunities to classify and group information. Word problems, logical analytical thinking, brain
teasers are great to use.

12. Children at this age do not understand that things can be reversed or returned to their original state. This
includes identity, mass, volume and numbers.
Start the activity by showing the children a picture of a cat. Ask the children if they should feed him cat food
or dog food. All the children should reply, “cat food.” Next, put a dog mask over the picture of the cat while
in front of the children. Ask them if they need dog food or cat food. Most likely they will reply, “dog food.”
What you see is what you get with children.
Lack of Mass: make two equal balls of play-doh. Ask students if they are the same size - yes. Smash one flat
and ask if they are the same. Children will say, “No” that there is more in the ball because the other is flat.
Lack of Volume: fill two glasses the same size with the same amount of colored water. Ask students if they
contain the same amount of water - yes. Pour one glass into a tall, thin container and ask if they have the same
amount of water. Children in this stage will say, “No” that the taller container has more because it’s higher.
Lack of Numbers: use pennies and line them up in 2 rows of eight and ask if the rows are the same - yes. Now
spread out the bottom row and ask if the rows are the same. Children in this stage will say “No” that the
bottom row has more because it’s longer. Children don’t understand one to one correspondence.
(2017). Graybill, K. “Piaget’s Relational Concepts.” Retrieved from www.familyconsumersciences.com

13. Gardner’s Multiple Intelligences
Verbal-linguistic
logical-mathematical
Spatial-visual
Bodily-kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Existential

14. Howard Gardner developed a list of six and
finally nine intelligences which would relate
to a person’s unique aptitude set of
capabilities and ways they might prefer to
demonstrate intellectual abilities.
This activity supports Gardner’s Multiple
Intelligences. It uses the verbal-linguistic
intelligence (well-developed verbal skills),
logical-mathematical intelligence (capacity to
discern logical and numerical patterns),
bodily-kinesthetic intelligence (ability to
control one’s body movements and to handle
objects skillfully).

15. Human Potential
“Human potential can be tied to
one’s preferences to learning;
thus, Gardner’s focus on
human potential lies in the fact
that people have a unique
blend of capabilities and skills
(intelligences). This model can
be used to understand ‘overall
personality, preferences and
strengths” (businessballs.com).

16. References
2005-2018. “Piaget Stages of Development.” Retrieved
from: www.webmd.com.
2009. “Howard Gardner’s Multiple Intelligences.”
Retrieved from www.businessballs.com.
2016. “Educational Implications and Activities of Piaget’s
Theory.” Retrieved from www.teachercornerproject.wordpress.com
2017. Graybill, K. “Piaget’s Relational Concepts.” Retrieved from:
www.familyconsumersciences.com
2018. “Child Development Theorists.” Retrieved from www.sielearning.tafensw.edu.au.