Jean Piaget Research Paper

Jean Piaget Research Paper
Jean Piaget, great pioneer of development psychology, is known for being one of the first to figure
out that children function a lot differently than adults. He believed that children are actively
processing their understanding of the world as they grow and that this happens in different stages,
which led to the cognitive development theory. Piaget proposed 4 stages of cognitive development,
which refer to the sensorimotor stage (0–2 years), the preoperational stage (2–7 years), the concrete
operational stage (7–11 years) and the formal operational stage (12+ years). The age period at which
each stage takes place is approximate. One has to complete the present stage to be able to go to the
next. Every child will not complete the stage during the stated age bracket. In fact, some of them
may never ... Show more content on Helpwriting.net ...
During this stage, children are learning to talk and develop grammar. Children also begin to pretend
play, which proves that they are able to use symbols to symbolise objects. At this stage, Piaget
considered children to be 'ego centric' and it may be relevant as at that age, children cannot
understand that people may have a different opinion that they do and think that they should always
be the centre of attention. Piaget used a technique to demonstrate ego centrism in children and it is
known as the 'three mountain task'. Children are shown a three dimensional display of a mountain
scene and are then to choose a picture that showed the scene they had observed. Most children are
able to do this with little difficulty. Next, children are asked to select a picture showing what
someone else would have observed when looking at the mountain from a different viewpoint.
Invariably, children almost always choose the scene showing their own view of the mountain scene.
According to Piaget, children experience this difficulty because they are unable to take on another
person's perspective. (Cherry,
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Piaget 4 Stage Analysis
Piaget's Four Stages of Cognitive Development Stage1 : Sensorimotor Stage(~Birth to 2 yrs) "Child
uses sensory and motor skills to explore stage and gain understanding of their world." deferred
imitation : reproducing actions at a later time object permanence: an object is 'permanently present,
even if temporarily out of sight' Assessment: Show a toy to an infant before hiding it and see if the
infant would search for the object. Stage 2: Preoperational Stage(~2 to 6 yrs) During this stage, 1.
there is an increase in language development 2. continuation of symbolic representation 3.the
development of imaginative play egocentrism( key characteristic): the inability to distinguish
between one's own perspective and someone else's perspective. ... Show more content on
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youtube.com/watch?v=P7w8YxDbdiA) animism: the tendency to attribute feelings and intentions to
inanimate objects, Assessment : Animism test (Click on the video link: h t tps://w
ww.youtube.com/watch?v=GOfrDbUA6oU) lack of Conservation : "Child is unable to complete
conservation of volume, number, length, weight, liquid, area and mass. " Assessment : The Seven
Piagetian Conservation Tasks . e.g. conservation of number: set out a row of counters in front of the
child and asked her/him to make another row the same as the first one. Spread out his row of
counters and asked the child if there were still the same number of counters. Stage 3: Concrete
Operational Stage(~ 7–12 yrs) The child can "reason logically about concrete events and classify
objects into different sets". Egocentricity : Diminishes in this

Jean Piaget 's Influence On Psychology
Who is Jean Piaget, and impact has he made on psychology? According to Les Smith, Piaget was
born in Switzerland on August 9, 1896. Piaget was an extremely brilliant child, and he excelled at
his studies. By age 11, he wrote a short paper on an albino sparrow. Many people believe that this
paper ignited his scientific career. Once he graduated high school, he attended the University of
Neuchatel. Piaget received a Ph.D. in natural sciences. He was extremely interested in the
development of knowledge, so he worked with Alred Binet and De Simon to do experimental
studies on the growing mind. Piaget eventually married Valentine Chatenay and had three children.
His children are Jacqueline, Lucieene, and Laurent. Piaget continued his study on intellectual
development by studying his own children. Les Smith describes Piaget's scientific conclusion as
"the growth of knowledge is a progressive construction of logically embedded structures
superseding one another by a process of inclusion of lower less powerful ones up to adulthood.
Therefore, a children's logic and modes of thinking are initially entirely different from those of
adults." As a result of Piaget's experiments he made Piaget's Stages of Development. These stages
represent the normal intellectual development that occurs during infancy to adulthood. The stages
are sensorimotor, preoperational, concrete operational, and formal operational. To understand
Piaget's stages a person must first understand the idea of schemas,

Piaget's Four Stages of Cognitive Development
Describe Piaget's four stages of cognitive development. Based on this understanding describe how
you would tailor a coaching session to suit the needs of a child who is 6 years old. "The influence of
Piaget's ideas in developmental psychology has been enormous. He changed how people viewed the
child's world and their methods of studying children. He was an inspiration to many who came after
and took up his ideas. Piaget's ideas have generated a huge amount of research which has increased
our understanding of cognitive development." (McLeod 2009). Piaget purposed that we move
through stages of cognitive development. He noticed that children showed different characteristics
throughout their childhood development. The four stages of ... Show more content on
Helpwriting.net ...
Whilst playing around, teddy actually messed up one row of sweets. Once he was safely back in a
box the children were asked if there were the same number of sweets. The children were between
four– and six–years–old, and more than half gave the correct answer." (McLeod 2009). They
claimed that Piaget's tasks prevents a child from conserving at an younger age. The Formal
Operational stage– This stage occurs to a child who is above the age of twelve and goes onto their
adult life. The child no longer requires material objects to think logically, they start to imagine and
also start to predict outcomes. Advanced tactical knowledge is developed at a later stage. Everything
the child does, the actions and thoughts are organised systematically. The child begin to manipulate
ideas using his/hers brain. In problem solving children at the formal operational stage use a more
strategic approach where as in the earlier stages the children and infants used a trial and error
method to solve problems. The "third Eye Problem" used by Piaget was a successful way to
demonstrate the difference between the earlier stages and the formal operational stage. Children of
the concrete operational stage were asked where they would place an extra eye if they were given
one and most of them answered with "on my forehead" compared to when children from the formal
operational stage were questioned, they replied by suggesting,

What Is Piaget's Theory Of Object Permanence?
Jean Piaget (1896–1980), acknowledged as the most significant scholar of child development, was
the first psychologist to study cognitive development in a systematic and methodical approach
(Martin, Carlson & Buskist, 2013).
Bee and Boyd's (2014) definition of cognitive developmental theories is "a theory that emphasizes
actions on the environment and suggests that age–related changes in reasoning precede and explain
changes in other domains" (p. 2).
Martin et al. (2013) defines Piaget's theory, termed as genetic epistemology, as "the study of the
origin of knowledge in child development" (p. 29). Evaluating and amalgamating these definitions
show that Piaget's aim was to provide an explanation on how an infant matures into several different
stages, ultimately becoming an individual that is capable of demonstrating logical reasoning and
concepts and that Piaget believed development resulted from biological and ... Show more content
on Helpwriting.net ...
In this stage, infants rely on their senses and motor movements to experience the world and obtain
knowledge. The development of object permanence is one of the most significant features of the
sensorimotor stage. Object permanence can be described as the realisation that an object continues
to exist even if it cannot be sensed. Initially, an infant will almost instantly lose interest in the object
if they can't sense it (see, hear or feel). But through gradual development, generally taking two
years, the infant will search for an object if it's hidden (Bee & Boyd, 2014). Piaget believed this
development was a significant element in language development because without being able to
identify objects as distinct entities it would be impossible to attach a name to that object. This shows
that Piaget believes that thought comes before language. Whereas, Lev Vygotsky argues that
linguistic development and thought go hand in hand (Martin et al.,

Lev Vygotsky's Two Environmental Causes Of Cognitive...
Piaget believed the process of adaption enabled the transition from one stage on to the next stage,
and the process of equilibration was an innate response and a cause for cognitive development.
Alongside this, he believed that children could not understand the cognitive concepts within each
stage until their maturational development allowed for it, and therefore saw brain maturation a
biological cause for cognitive development. Piaget also proposed two environmental causes for
cognitive development – 'social transmission', information that the child acquires from other people,
and 'experience', when the child has an active role in the direction of their experimentation and
learning. According to Piaget, the presence and interaction of these four causes was/is essential for
the full expression of cognitive development (Boyd & Bee, 2014).
Interestingly, social transmission was not identified in Piaget's earlier work, and not recognised in
his theory as a cause for cognitive development until his work with Inhelder in 1969 (Piaget and
Inhelder, 1969). Therefore, the idea that social transmission is significant in cognitive development
potentially stemmed from the influence of Russian theorist, Lev Vygotsky (1900–1934) whose
socio–cultural theory of cognitive development, with an emphasis on the role of social factors such
as group learning and interaction with a more experienced other, was published in English
1962/1958 (EVIDENCE SOURCE)
Similar to Piaget, Vygotsky recognised

Object Permanence In Children
From birth to the age of two, children have to develop in many more ways than almost any other
age. These years are spent using their sense and movements to properly understand what the
environment is. In order for children to begin this recognition period of the world, they utilize the
little abilities that they are born with: sucking, looking, grasping, and listening. During this stage,
children begin to learn object permanence. Object permanence is realization that objects continue to
exist even when they are out of sight. Such as the startle that a child receives when you play peek–
a–boo with them. When they cannot see you, they sincerely believe that you are no longer there, and
when you reappear, that are stunned that you have returned.

The Development of Object Permanence
I never realized when I played Peek–A–Boo with different infants in my family, that I was teaching
them one of the most valuable lessons in their life. I just thought it was a game that infants liked to
play and it made them laugh. I didn 't know that this was so funny to them because they were
fascinated with the fact that for one moment I wasn 't there and a moment later I popped back up.
Little did I know I was teaching them one of their most important accomplishments. Adults and
older children never give a second thought to the fact that when something disappears out of sight
that it still exists. It never crosses our minds to think about when exactly did the ability to "just
know"develop. If something ceases to exist that was ... Show more content on Helpwriting.net ...
These infants will sometimes make the mistake referred to as the A–not–B mistake. If an object is
repeatedly hidden in a particular place, an infant of this age will continue to look for the object there
despite the fact that they may have watched you hide the object in another place. Infants this age are
working according to an automatic process. By the time they are in the fifth sub stage between the
ages of twelve and eighteen months infants tend to grow out of this automatic processing and they
begin to search for an object in the last place that they saw it hidden. Once an infant reaches the last
sub stage between the ages of eighteen and twenty–four months he has mastered all the is to know
about object permanence according to Piaget(Siegler & Alibali, 2005). Since Piaget made these
claims there have been many experiments done that sought to disprove the claims that Piaget made.
These experiments thought that Piaget was giving infants far less credit than they deserved. Other
developmental psychologist wanted to prove that in fact infants learned the concept of object
permanence at a much earlier age than Piaget first proposed. People came up with many different
ideas as to why the infants failed to reach or search for objects that were hidden. They wouldn 't go
as far as to say that the infants just don

The Stages Of Cognitive Development
Children grow through a chain of four serious stages of cognitive development, according to Jean
Piaget, who is a well–recognized psychologist. Through the observations he made of children,
Piaget established a theory of development involving four stages: the sensorimotor stage, which is
from birth to the age 2, the preoperational stage, from age 2 to about the age of 7 and the concrete
operational stage, ranging from age 7 to 11. The last stage of his development was the formal
operational stage, which begins in adolescence and spans into adulthood (The 4 stages). Piaget said
the most outstanding features of behavior happen within the first 2 years of children lives. The child
's world cannot be showed mentally, so in a very literal sense, articles exist only when the child can
physically see them for themselves. When objects are not seen by them, then they to fail to even
exist to the child. This shows the idea of object permanence to the child, which is knowing the
solidity of an object.
The Sensorimotor stage is measured by children facing the world through senses that they use every
day. The children 's thoughts are egocentric, which means that they cannot understand or see the
world through someone else's perspective other than their own (Jean Piaget). Infants start to learn
the world through their own movements and sensations every day. Learning everyday activities such
as sucking, grasping, and looking help in this stage of development. Children learn that things

Object Permanence
The third time I visited Vera, I started testing her understanding of object permanence. I did the
same test as last time, with putting her teddy under the blanket. Right when I put the bear under the
blanket, Vera reached under and retrieved the teddy. Since she was able to do that, I tried the A not B
error. When I put the teddy under the first blanket, she got it. Then when I put it under the second
blanket, she looked under the first blanket. This confirmed Piagets theory of the A not B error
(Crosby, 108). I also noticed that Vera enjoys solitary play. If I am in the room with her and sitting
on the couch, she will gladly play with her toys alone. This is not an issue at her age. If she
continued this past age five or six, then it could be a red flag of something such as anxiety according
to Burgess, Rubin, Cheah, and Nelson (Crosby, 489). She also responded to simple requests. For
example if you asked for a high five, she would do it. When I started singing "When You're Happy
and You know it," she could clap. The next thing I did was giving Vera her bottle, and to my
surprise, she now holds the bottle with one hand. In addition, I noticed that she was eating most all–
normal foods now. She had a peanut butter sandwich cut up in very small pieces. The last thing I did
was ask ... Show more content on Helpwriting.net ...
It is also harder to measure her social development of Vera because she is not yet talking and does
not have friends to measure the social ability. She smiles and babbles at people but that is mostly it.
In addition, it is more difficult to measure her mental development because she cannot talk yet and
understand her mental state. The only way we can understand her emotions is through her face and
body language. Lastly, there is limited information about things such as key life events because she
is so

Discuss The Aspects Of Jean Piaget's Theory Of Cognitive...
Which aspects of Jean Piaget's theory of cognitive development have been empirically supported or
refuted? Jean Piaget proposed his theory of cognitive development in his book 'The Origins of
Intelligence in Children' (1952). In this theory, he divided cognitive development into a series of
stages and periods based on the fundamental assumption that children are mentally active from the
moment of birth, a controversial concept at the time since it was previously believed that until a
child could communicate that they were not mentally active. His theory can be described as
constructivist, meaning that children construct knowledge themselves in response to their
experiences. He based his theory primarily on interactions with his own children and additional
interviews with other children yet has stood the test of time, remaining the most well known
cognitive developmental theory, encompassing a diverse range of topics within children's
development from the first days of infancy through to adolescence. Piaget argued that cognitive
development involves both continuities and discontinuities. The three main sources of continuity are
vital in driving development and work together from birth. The first process, assimilation, occurs
when children integrate new information into their current knowledge (Santrock and Yussen, 1978).
Secondly, accommodation is when children 'adjust to new information' and enhance their current
knowledge in response to new experiences, as defined by

Piaget 's Theory Of Cognitive Development
Piaget's Theory of Cognitive Development Piaget's theory of cognitive development consists of four
stages, these stages include the sensorimotor stage, the preoperational stage, the concrete
operational stage, and the formal operational stage. When a person transitions from stage to stage
they go through assimilation, accommodation, and equilibrium. The first stage, the sensorimotor
stage, takes place from birth to two years. Piaget divided this stage into six substages. As an infant, I
was always hungry. I was bottle fed, so I had to develop a simple reflexive behavior, such as
sucking the nipple of the bottle. Simple reflexes refer to the first month after a child is born. At
around two or three months old I experienced a primary ... Show more content on Helpwriting.net ...
The first substage occurs between the ages of two to four. As a child, I often played with tea sets and
my friends and I would have little tea parties. When the glasses of the tea sets would touch and
make a sound, we would say the glasses were hitting each other. This represents animism, because
glasses are inanimate objects that cannot actually hit each other. The second substage begins at the
age of four and ends at the age of seven. When I was this age, my favorite word was why, I would
always ask questions. I had to know why things happened when they did. For example, when I first
saw an ambulance drive by, I asked why there were sirens going off on the car. Our car obviously
didn't have sirens when we drove, so I wanted to know why that ambulance made noise. This
represented intuitive thought, because I showed interest in reasoning in why the ambulance was
different from our car. The third stage is the concrete operational stage, which lasts from seven to
eleven years of age. In this stage, children begin to reason when the logical reasoning can be applied
to concrete examples. An example of this for me was when I would eat candy with my friends, we
all wanted the same amount so everything would be fair. According to Piaget, if we could decipher
the amounts correctly even if the candy pieces were different shaped, we would be successful at
completing concrete

Jean Piaget Habituation Essay
The purpose of this paper is to use the habituation technique in young infants to evaluate one
hypothesis derived from Piaget's theory of cognitive development. I will compare 5–months olds in
a task that involves possible and impossible outcomes. Piaget's theory specifies the cognitive
competencies of children of this age. 1a. From birth to two, children go through the sensorimotor
stage, experiencing the world through the senses; they look, hear, and touch. 1b. Object permanence
is the awareness that things continue to exist even when they are no longer being perceived. Jean
Piaget's explanation for the infant's lack of object permanence is that prior to six months old, the
brain is still undeveloped and cannot understand that the object ... Show more content on
Helpwriting.net ...
The results bear strongly on the experimental hypothesis. 4a. The experimental hypothesis using
Piaget's theory is that infants do not have an innate sense of numbers because they lack object
permanence; the infant would not be able to notice if there is a change in quantity in either outcome.
However, McCrink and Wynn had an alternative hypothesis that said that infants did have an innate
sense of numbers and if an object was removed they would know that there is a difference in
quantity or if there is an impossible quantity. 4b. The outcome of the experiment that would support
the experimental hypothesis is if the infants shows no dishabituation where there is no difference in
the time spent staring at the object between the possible and impossible scenario. This would prove
that the infant did not notice how many objects there were thus supporting that Piaget's theory. The
outcome that would support the alternative hypothesis is if there was dishabituation indicating a
difference in the reaction and time spent staring at the objects. This would mean that the infant
clearly recognizes the original number of objects and what the expected possible outcome is.
Therefore, when they notice the impossible scenario, they know that there is something wrong with
the number of objects that is being presented leading them to react differently and/or stare longer at
the object because they are confused. 4c. Looking at Figure 2, we can

Jean Piaget 's Theory Of Cognitive Development
Many people have contributed to the study of Psychology. One of these great contributors is Jean
Piaget, a Swiss psychologist. He is mostly known for his theory of cognitive development. Jean
Piaget used his own life as well of the lives of his own children to develop this theory. He believed
that the thought process between children and adults were different and thus that began the process
of Cognitive Development. Jean Piaget is a Swiss psychologist who was born on August 9, 1986.
He is one of the most influential figures in the history of psychology. At the age 11, he had already
started his career as a researcher by writing a paper on an albino sparrow (www.verywell.com/jean–
piaget–biography). He continued his studies and later received his PH.D in Natural Sciences
(www.biography.com/people/jean–piaget).
While he was in Paris, Piaget studied newborns through adolescences. He came up with many
interesting findings and facts about cognitive development (www.simplypsychology.org/piaget).
Jean Piaget developed a theory that states that children develop cognitively through four
developmental stages, sensorimotor, pre–operational, concrete operational and formal (Rathus,
2016, p97). Piaget thought that from birth to the age of two, the child is a sensory being, and
information is absorbed through sensory and motor activities (www.biography.com/people/kean–
piaget). Piaget called this stage Sensorimotor.
Piaget further broke this stage down into six sub–stages (Rathus,

Object Permanentism
The first stage is called the Sensorimotor stage. It occupies the first two years of a child's life, from
birth to 2 years old. It is called the Sensorimotor stage because in it children are occupied with
sensing things and moving them. From these activities they learn what makes things happen, what
the connections are between actions and their consequences. They learn to grasp and hold and what
happens when they let go.
This happens later on in the stage. When they are new–born they have no concept of there being
anything else apart from themselves in the world. In fact they think that they are the world. Piaget
called this Egocentism; he said that children with this attitude were totally Egocentric. This does not
mean that ... Show more content on Helpwriting.net ...
Like most things in life, acquisition of the concept of the external world is not as simple as that, but
this is no place in which to enquire after such questions. It is easier to ask what evidence there may
be that an individual has acquired the concept.
One piece of evidence is the child's apparent belief that objects exist when not perceived. This is
called belief in Object Permanence. If a cloth is placed over a toy for which an eight–month old
child is reaching, the child will immediately lose interest in the toy, as if the toy had ceased to exist.
This is just what it has done for the child; as soon as anything passes from its experience that thing
is no more. However, only a couple of months later, the same child in a similar situation will
actively search for an object that has been hidden from its view. The older child has the concept of
Object Permanence; it believes that there is an object under the cloth even though it cannot see it,
feel it, hear it, taste it or smell it, and will make an effort to reach it if it so desires.
The child's problems are not over yet, though. It is not very agile in its thought; if a toy has been
hidden very often in one place,

Jean Piaget's Theory Of Childhood Psychology
"When you teach a child something, you forever take away his chance of discovering it for himself."
These words were articulated by one of the most influential figures in the area of childhood
intelligence, specifically developmental psychology. Jean Piaget was a Swiss clinical psychologist
who is well known for his work pertaining to child development. Similar to Freud and Skinner,
Piaget believed in order to understand human behavior, you have to start with understanding how
children function, grow and learn. Piaget spent ample years studying the behaviors and thought
processes of children, analyzing the origins and development of intelligence and how it shapes our
current and future behaviors. According to Piaget, intelligence is ... Show more content on
Helpwriting.net ...
Instead, Piaget turned his emotional turmoil surrounding his mother's mental illness into an interest
in psychology, as young as an elementary school student. He excelled all through his school–age
years, going above and beyond what was expected of him not only by his teachers but also as a
young scientist. As an undergraduate student, majoring in biology, preparing for his thesis
dissertation on mollusks, Piaget additionally strived to develop a biological theory of knowledge,
which is known today as his theory of genetic epistemology. Through his work, he concluded that
"logic is inherent in action and that the roots of logic are therefore to be found in the organization of
action (Brainerd, 1996, p 191)." This discovery became the basis of one of his many hypotheses,
stating that even the most complex forms of human reasoning are motor activities carried out on a
symbolic plane.
Piaget's first clinical interaction with children began after his graduation, when he took a job
working at Alfred Binet and Theodore Simon's laboratory, in a Parisian elementary school. His
assigned job was translating a standardized reasoning test, created by Cyril Burt, from English to
French (Brainerd, 1996). Much like his previous years in education, Piaget was not satisfied in
doing only what was expected of him. Due to his own curious nature, Piaget would ask the children
he was testing to explain their reasoning for choosing a particular answer.

Provides Us With A Way To Learn Cause And Effect Relations
provides us with a way to learn cause and effect relations between environmental events' (Martin,
Carlson and Buskist, 2010, pg 259). Classical conditioning is learning by association Classical
conditioning is a type of learning in which an organism learns to transfer a natural response from
one stimulus to another, previously neutral stimulus. Manipulating reflexes does this. Operant
conditioning is a type of learning in which the likelihood of a behavior is increased or decreased by
the use of reinforcement or punishment. Operant conditioning deals with more cognitive thought
process. Both have similarities and differences, as do all forms of learning methods. Their
similarities are that they both produce basic phenomena. One such ... Show more content on
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36). Preoperational children are completely egocentric. Although they begin to take greater interest
in objects and people around them, they see these things from only their point of view. This also has
been said to be the stage of curiosity. Preoperational children are always questioning and
investigating new things and since they know the world only from their very limited point of view
they make up explanations for things they cannot explain (ICELS). The preoperational stage is
therefore characterized by egocentric thought and the inability for children to adopted alternative
viewpoints. According to Piaget this is the stage at which children's' thoughts differ the most from
adults. The third stage is the concrete operational stage. This stage extends from ages 7 to 11 and it
is during this stage that a child is able to perform mental operations. Piaget defines a mental
operation as an interiorized action, an action performed in the mind which permits the child to think
about physical actions that he or she previously performed (Piaget 1973, p. 36). At this time children
demonstrate logical, concrete reasoning and their thinking becomes less egocentric as they are
increasingly aware of external events. The primary characteristic of concrete operational thought is
its reversibility; the child can mentally reverse the

Jean Piagets Theory
Throughout history, many people have made many contributions to the school of psychology. One
individual is that of Jean Piaget and his theories on the cognitive development stages. Jean Piaget
was born in Neuchatel, Switzerland, where he studied at the university and received a doctorate in
biology at the age of 22. Following college he became very interested in psychology and began to
research and studies of the subject. With his research Piaget created a broad theoretical system for
the development of cognitive abilities. His work, in this way, was much like that of Sigmund Freud,
but Piaget emphasized the ways that children think and acquire knowledge. Piaget referred to his
theory as genetic epistemology. This is defined as the ... Show more content on Helpwriting.net ...
In addition , children use animistic thinking which is the tendency to endow events and objects with
lifelike attributes. The stage of concrete operations is so named because in this period children
operate and act on the concrete, real, and perceivable world of objects and events. Egocentric
thought is replaced by operational thought, which involves dealing with a wide array of information
outside the child. Therefore, children can now see things from someone else 's perspective. Children
in this stage begin to use limited logical thought and processes and are able to order and group
things in classes on the basis of common characteristics. The child is able to reason and to follow
rules and regulations. They are able to regulate themselves , and they begin to develop a moral sense
and a code of values. Conservation is the ability to recognize that, although the shape of objects may
change, the mass and amount stay the same. For example, if you put the same amount of liquid in
two containers the child may think there is more in the taller cylinder. Children also begin to
understand reversibility, which is the capacity to understand the relationship between things. They
begin to realize that one thing can turn into another and back again. The most important sign that
children are still in the preoperational stage is that they have not achieved conservation or
reversibility. Dealing with

Jean Piaget's Theory Of Cognitive Development
The cognitive developmental theory comes from the work and research done by Jean Piaget which
we believe is an empiricist approach which goes hand and hand with Piaget's constructive approach.
Empiricism is a theory that states that knowledge comes only or primarily from sensory experience.
The constructive approach is viewed as children discovering all knowledge about the world through
their own learning and knowledge. According to Piaget, children pass through these stages at
different times in their lives and cannot skip a stage which causes them to be seen as invariant.
When looking at the cognition infancy stage of birth to age 2 that is considered the sensorimotor
stage. Within the sensorimotor stage children are learning though observation ... Show more content
Adaptation involves children changing their behavior to meet situation demands. Assimilation is
showing that the child understands the relationship between concepts. Accommodation is the
altering of previous concepts in the face of new information, such as knowing that fish are not the
only animal in the ocean. The equilibrium concept is Piaget's term for the process that the human
ability to adapt to changes in the world and understanding the difference between the real world and
what we perceive.
When viewing the Core Knowledge Theory, which is seen as Nativism; the philosophical theory that
some ideas are innate. Like Piaget core–knowledge theorists also perceive children as active
learners. Elizabeth Spelke and other psychologists argue that babies possess core knowledge about
several domains from birth. Core knowledge is the infants' understanding of object representation
and babies' abilities to make sense of quantitative information (Bjorklund 2012). Core–knowledge
theorists concluded that children enter this life innately knowing some basic concepts and having
skills to

Who Is Jean Piaget
In 1896, Jean Piaget was born in Neuchatel, Switzerland and would grow up to be one of the most
influential researchers in developmental psychology. While Piaget was surrounded by rather
scholarly family members throughout his childhood, he was also effected by his mother heavily. His
mother had a strong neurotic temperament which made home life challenging at times, and
consequently created a young Piaget's wanting to understand his mother's erratic behavior– the
spark of his intense interest in psychology. As time passed, Piaget received his PhD at twenty two
years old and continued to work in the field of psychology, particularly in regards to children. It was
in the 1920s when working at the Binet Institute though when Piaget found something that truly
fascinated him, enough so that he would dedicate years of research and theorizing towards it.
Piaget was interested in ... Show more content on Helpwriting.net ...
As Piaget introduced the concept of schemas into his research, he was able to pair certain schemas
with stages of development, such as object permanence in the sensorimotor stage or conservation of
mass in the operational stage. Piaget even thought that infants were born with innate schemas,
which would remain dormant until being awakened by certain experiences the child would have as
it grew. Schemas also would experience an equilibrium in which they would react steadily to new
stimuli and situations, known as assimilation. Though in retrospect, when preexisting schemas could
not be applied to new situations, the process of accommodation would occur and allow for new
schemas. Regardless of accommodation throwing off one's equilibrium of schema, it allows for
more concepts and reactions to stimuli to develop and be used for future

Adhd and Piaget's Theories
PART ONE What is attention–deficit/hyperactivity disorder? ADHD is a behavioral disorder that is
neurodevelopmental in origin–meaning it is caused by a biological problem with the brain functions
that control emotions and learning (Low Birthweight in Newborns). Symptoms of this disorder
range from mild to severe, and not all children will have the same symptoms. Although no main
source is known to cause this disorder, doctors and researchers believe that ADHD symptoms are
linked to neurodevelopmental problems (Low Birth Weight in Newborns). Studies are being done to
conclude other possible causes, including low birth weight. Low birth weight is a term used to
describe babies who are born weighing less than three pounds, four ounces, ... Show more content
During this stage, the child can engage in symbolic play, and have developed an imagination. This
child may use an object to represent something else, such pretending that a broom is a horse. An
important feature a child displays during this stage is egocentrism. This refers to the child's inability
to see a situation from another person's point of view. To test whether or not children are egocentric,
Piaget used the 'Three Mountain Task'. Piaget concluded that the four–year olds thinking was
egocentric, as the seven year olds was not. Children, at this stage, do not understand more complex
concepts such as cause and effect, time, and comparison. The third stage is the Concrete Operational
Stage, which occurs around age seven to age eleven. This stage marks the beginning of logical or
operational thoughts for the child. Their thinking becomes less egocentric, and the child can now
understand that although the appearance of something changes, the "thing" itself does not. For
example, if a child decided to spread out a pile of blocks, they know there are still as many blocks as
there were before, even though it looks different. The last stage of Piaget's cognitive development is
known as the Formal Operational Stage, which occurs between the ages of eleven and sixteen.
Adolescents have now gained the ability to think in an abstract matter, and can now understand
things such as science and algebra. The most distinct difference between the

Piaget's Four Stages Of Cognitive Development
Fisher–Price Jumperoo Rainforest is one of the toys from group A, the targeted age range of this toy
is birth to 12 months. According to Piaget's Four Stages of Cognitive Development, it should be in
sensorimotor stage. At this stage the infant is only a purely natural creature, they have no real
knowledge about the world, past or future. Infants can only touch and watch, they cannot be logical
reasoning. At the end of this stage, there are two cognitive accomplishments infants should have
mastered: Object Permanence and Goal directed behavior. First cognitive accomplishment is object
permanence, it means infant will know someone or something is still existing even if they cannot
see or touch. For example, you hide a toy in front of an infant, ... Show more content on
Helpwriting.net ...
According to Piaget's Four Stages of Cognitive Development, it should be in sensorimotor and
preoperational stages. At sensorimotor stage, infants will from reflexive to goal directed behavior.
The limitation of this stage is object permanence. At preoperational stage, children begin to think or
imagine something in their mind, they will gain two cognitive accomplishments, mental
representations and intuitive thought. Mental representations mean children can mentally represent
something in the past or future but not now. Intuitive thought means children are self–centered, and
they trust others have the same idea as their own. There are three limitations at this stage, first is
egocentrism. It means children cannot think something from other's perspective. Second is lack of
conservation, it means if you change the its shape or appearance of something, its weight still the
same, but children cannot understand that. Last one is lack of hierarchical classification, it is very
hard for children to distinguish similar objects. Little People Musical Preschool has more than 35
sounds of music and phrases to motivate children. It is helpful because they will have a higher
interest in language, it is good for mental representations during age 2 to 7 years old. Also, children
can gain knowledge through this virtual toy world, in this little world, children may think toys have
the same ideas with him, it can exercise their imagination. Also, caregiver can give children some
situation to let children use these toys to make up a

Piaget 's Theory Of Cognitive Development
Cognition is a complex idea, making it difficult to describe. Hooper and Umansky (p. 307, 2014)
define cognitive development as an individual's ability to translate objects and events into a
symbolic form that can be stored in the brain. Cognition can be measured with perceptual and
conceptual skills. Perceptual skills are the connection between the senses and experiences.
Conceptual skills are higher level processing, such as, making decisions and problem solving
(Hooper and Umansky, 2014). Piaget's Theory of Cognitive Development and Vygotsky's
Sociocultural Theory are influential in our understanding of cognitive development for typical and
atypical children. Piaget's Theory of Cognitive Development suggests two stages of development,
sensorimotor and preoperational thoughts. These two stages describe children to the age 7 or 8 years
old (Hooper and Umansky, 2014). Sensorimotor period begins when the child is behaving in
response to their environment. Children have little understanding to what is occurring. Children
begin to develop natural responses to stimuli. Children recognize how he/she can cause events to
happen (Hooper and Umansky, 2014). For example: a child can hit a button and the button makes a
noise while a light flashes. The child now learns to receive the sensory stimulus he/she must hit the
button. Object permanence is a significant change that occurs during the sensorimotor period.
Object permanence takes place when the child acknowledges an object

Why Babies Lack Object Permanence?
Object permanence is the understanding that objets exists independently of one's perceptions of
them. A real world example to define this is the understanding that a cookie doesn't cease to exist
when someone hides it behind his back. Babies lack object permanence and that is why they become
confused when you hide a toy or a treat from them. They literally think it has vanished, not that it is
hidden behind or beneath something. The first form of attachment is what as known as securely
attached. With this type of attachment, a child may explore the rooms when its mother is there,
becomes upset and explores the room less when she is not present, and shows pleasure when its
mother returns. An example of this could be taking a baby to daycare.

Piaget Observation Paper
The purpose of this paper is to use the habituation technique in young infants to evaluate one
hypothesis derived from Piaget's theory of cognitive development. I will compare 5–months old's in
a task that involves possible and impossible outcomes. Piaget's theory specifies the cognitive
competencies of children of this age. 1a. During the sensorimotor stage children experience the
world around them differently than how older people do, this of course this can be seen by
observing the way in which children gather and process new information that is within their grasp.
What the sensorimotor stage does is bring about the five senses into play, children that are just
below the age of two years would use most of their five senses. These children ... Show more
content on Helpwriting.net ...
2a. Habituation is the way in which people respond to things are after constant repetition. What this
means is the way in which people respond is the exact same way in which people get over a new hit
single, or trend. After constant simulating repetition of the response of a person to said thing would
decrease, meaning they pay less mind to what is being shown, told or given. Dishabituation is
basically the opposite of habituation in the sense that instead of unable to not have a decrease in
response to a stimulation that repeats, it is when after the person has undergone habituation he/she
would come to go back to the way they were. What this means is that if a person goes through
habituation, they would revert back as if they had never gone through habituation in the first place,
and in turn would come to have the same response that they had undergone when they were first
stimulated by whatever they were shown or given. Habituation helps researchers study the cognitive
process in infants by allowing them to monitor and measure exactly at what age is an infant able to
thoroughly process information and how fast is said infant able to learn it. Which in turn allows
these researchers to know exactly how the child would learn to respond after constant stimulation.
Take into mind for instance a 5–month old child, the child would be playing peek–a–boo with
his/her mother, at first glance the

The Individual 's Stage Of Cognitive Development
2. If the individual is an infant, test for object permanence (see pp. 101–102 in your textbook).
Describe both the test and the results. If the individual is a child, test his or her conservation skills
using one of the tasks described on pp. 148–151 in your textbook. Describe both the test(s) and the
results. What does performance on the object permanence or conservation task tell you about the
individual's stage of cognitive development in Piaget's theory?
If the individual is a child, adolescent, or adult, ask the individual to draw a picture of what a human
being would look like if he or she had three eyes instead of two. Ask the individual where the third
eye should go and why it should go there. Describe both the test and the results. Scan or take a
digital photo of the drawing and upload the image to your course dropbox along with the submission
version of these forms. What does this drawing tell you about the individual's stage of cognitive
development in Piaget's theory? Can the individual think creatively about possible (hypothetical)
worlds or is he or she stuck in concrete reality?
I told Nina to draw a human with a third eye located anywhere she would like to place it. She
decided to put the eye on the chin so the person could have a "broader view and different
perspective". Nina is in the formal operational stage of cognitive development. Instead of placing
the eye on the forehead like a child would do, she placed it on the chin which

The Theories Of Piaget And Vygotsky
Critically evaluate the theories of Piaget and Vygotsky in explaining children's learning and
development
Learning and development is a major aspect of everyone and their day to day lives. Some people
consider the term learning to have two definitions, these are informative learning which allows
people to learn what fits their mental models and transformative learning which is the process of
changing these mental models (Heorhiadi et al, 2014). There are two main theorists Jean Piaget and
Lev Vygotsky, whose theories will be used to explain the way children learn and develop.
Piaget (1954) proposed one of the most influential theories of cognitive development also known as
a stage theory as it consists of a set of separate stages through which every child progresses during
child hood and adolescence. His theory is regarded as universal, therefore the background and
culture of the child is not taken into account. Piaget considered a child to be a 'small scientist'
actively seeking and exploring the world around them, this way of thinking has contributed to our
understanding of the world around us and how children think. Piaget also stated that the children
must pass through each stage in order, even though some children may pass at a different rate than
others. The main aspect of the theory centres on cognitive schemas which children develop.
Schemas are cognitive structures which are used as a representation of the world around the child.
The schemas will adjust and take

Piaget Of The Infant Cognitive Development Essay
Background
In the context of infant cognitive development and its corresponding theories, Jean Piaget often
serves as a key theorist. Often referred to with the metaphor of children as "explorers," Piaget
believed that children, from the moment of birth, are actively engaging with and exploring their
surrounding environment. With his contributions to the psychological field, like his six stages of
sensorimotor development, we grasp a better understanding of a child's first encounters
developmentally. One of his most important accounts was on the concept of object permanence. He
was able to provide a look into infants' understanding of the physical world (DeHart, Sroufe, &
Cooper, p. 168). In order to better understand his account on object permanence however, one must
be aware of his six stages of sensorimotor development: "Reflexes," "Primary Circular Reactions,"
Secondary Circular Reactions," Coordination of Schemes," "Tertiary Circular Reactions," and
"Beginnings of Representational Thought," which were largely influence through his experiments
with his own children. The first stage, "Reflexes," occurs from birth to 1 month. During this stage,
Piaget asserted, infants are limited to their biological, programmed reflexes. He uses the term reflex
in a much more broad sense in that he refers it as "... any built–in behavior pattern instead of
automatic responses to particular stimuli" (DeHart, Sroufe, & Cooper, p. 164). These built–in
behavior patterns are not only

Erikson's Psychosocial Analysis
An infant goes through many changes that he or she does or happens when transitioning to middle
childhood. On a physical level an infant starts to move on it's own, they start to feed themselves, and
their body grows. "Changes in muscle composition lead to increases in strength that, enable 1–year–
olds to walk, run, jump, climb, and so on"(88). On a cognitive level they start to realize depth
perception. In an experiment they used a "visual cliff", a mat that makes the floor look like there's a
cliff, where the mother tries to make the baby go onto the "cliff". "But because the infant can
perceive depth, he fears that he will fall if he comes toward her, so he stays put, looking concerned"
(98). Because the infant can perceive depth this is a change or ... Show more content on
Helpwriting.net ...
For right now we're only going to talk about infancy until middle childhood. Infancy begins at birth
and ends when children begin to use language, so Erik Erikson's psychosocial stages would begin
with the first stage which is birth to a year old which would be trust versus mistrust stage. The
positive characteristics gained and typical activities an infant would do is to "trust in primary
caregiver and in one's own ability to make things happen (secure attachment to caregiver is key)"
(27). This means that an infant from the age of birth to a year old would rely on his or her parents
which is the primary caregiver to make things happen like eating, changing his or her diaper, feeling
loved, being held, being bathed, and many other things that are important for an infant to basically
survive. The second stage is from one to three years old, this stage is called autonomy versus shame
and doubt. In this stage "new physical skills lead to demand for more choices, most often seen as
saying "no" to caregivers; child learns self–care skills such as toileting"(27). Erik Erikson's
psychosocial theory is a grand

Piaget's 4 Stages
The first of the four stages in Piagets theory is the sensorimotor stage, Piaget believed an infant is
born with no way of making sense of the world and that they take information in by using their
senses and through motor activity. In this stage children are only able to focus on what is directly in
front of them and can only use their biologically built in responses such as sucking (textbook 208–
209). Piaget uses three sub stages that children go through in order to develop their cognitive
understanding. At around 6 months old children develop goal directed behaviour and this is where
they learn that they can influence other things or people to do things such as shaking a rattle to
produce a noise. Once an infant reaches around 8 months they

Piaget's Stages Of Cognitive Analysis
The topic that I found interesting from the semester so far is object permanence from the
sensorimotor stage of Piaget's Stages of Cognitive Development. This is interesting to me because
over a week ago, at the local county fair in my hometown, I happened to see this concept be used in
action with a cousin of mine that happened to be two years old. While at a family gathering at the
fair, I witnessed the father of my little cousin hide a ball behind his back that the child had just had
in his hands. When this was done, the child had no idea that there even was a ball anymore. At the
time, I had thought nothing of the situation. It was not until we started to learn and read about
certain concepts that I realized this could relate to what we were learning. I thought that this was
ironic that I would see such an event happen that I could connect back to our class discussions. This
concept of object permanence can be found in our book in chapter 2. In chapter 2, there is
information presented about Piaget's Stages of Cognitive Development. In connection to the event
that I had seen, the child ... Show more content on Helpwriting.net ...
However, I should not rule it out because I could have experience with this at some point. This can
also be of help because i have learned the rest of the stages Piaget created. There are other important
stages that can be studied to have a reference of the cognitive development of certain ages of
children and adults. As a future Intervention Specialist, I will be working with children that are all
over the stages of cognitive development. I will have to be able to determine where they are and
find ways to help them improve on what they need help with. This profession is more than merely
teaching subject matter, it is about helping students develop and become better individuals. I will be
able to do this better if I can continue to learn the different ways children

The Development of Object Permanence Essay
The Development of Object Permanence
I never realized when I played Peek–A–Boo with different infants in my family, that I was teaching
them one of the most valuable lessons in their life. I just thought it was a game that infants liked to
play and it made them laugh. I didn't know that this was so funny to them because they were
fascinated with the fact that for one moment I wasn't there and a moment later I popped back up.
Little did I know I was teaching them one of their most important accomplishments.
Adults and older children never give a second thought to the fact that when something disappears
out of sight that it still exists. It never crosses our minds to think about when exactly did the ability
to "just ... Show more content on Helpwriting.net ...
He came to the conclusions from his many experiments that an infant prior to eight months of age
do not possess the understanding that because they cannot see an object does not mean that it does
not exist (Siegler & Alibali,2005).
Piaget proposed that object permanence doesn't develop until during what he identifies as the
sensorimotor stage. The sensorimotor stage he identifies as being from birth to about two years of
age. Piaget broke the sensorimotor stage down into six sub stages. Piaget also broke down the idea
of object permanence according to the sub stages of the sensorimotor stage. During the first stage of
object permanence which is roughly between the ages of birth to one month old, an infant will look
at an object only while it is directly in front of their eyes. However, if an object was to move to the
left of right of an infants direct line of vision, the infant would no longer look at the object. During
the second sub stage which lasted from one to four months, Piaget said that infants will look for an
extended period of time to an area where an object had disappeared from. He said that an infant will
not however, follow the object if it were to move out of their line of sight. In the third sub stage
which is between the ages of four and eight months, an infant will anticipate where a moving object
will go and they will begin to look for the object there. They will only do this though if the object is
partially visible, they will not make

Examples Of Piaget Theory Of Cognitive Development
Kalie Watkins
Professor Korey Davis
September 30, 2017
Piaget Theory of Cognitive Development
Jean Piaget sought to understand and explain to others how the brain changes from birth until the
mid–teens. There are so many huge developments during those years and Piaget got them down to
four stages. The four stages in Piaget's Theory of Cognitive Development are the sensorimotor
stage, preoperational stage, concrete operational stage, and formal operational stage. These stages
cover things such as reflexes to adolescent egocentrism. (Santrock)
The first stage, the sensorimotor stage, last from birth to around two years old (Santrock. Generally,
infants begin to develop a way of understanding their surroundings by integrating physical and ...
Show more content on Helpwriting.net ...
Two to seven years old also ask a lot of questions, especially "why" because they are so curious.
One of the mastery tasks in this stage is centration. Centration is when attention is focused on a
certain characteristic and another is ignored. For example, a child could be shown two bottles of the
same size with the same amount of liquid and once one of the bottles was poured into a different
container they would think that it was a different amount than before. (Santrock)
The concrete operational stage occurs during seven to eleven years of age. Children are now able to
perform concrete operations, such as math. They also develop the ability to reason logically if it isn't
abstract. Seriation and transitivity are also included in this stage. Seriation, a mastery task, is when
children can order numbers, objects, etc. into a correct order with things such as numerical order or
length. (Santrock)
The formal operational stage occurs from eleven to fifteen years of age. Adolescents reason more
logically and can understand and imagine abstract circumstances/ideas. These children will begin to
create "ideal circumstances" in their minds. This is very common, especially in girls who will
imagine their perfect life, family, husband, etc.. Eleven to fifteen years old are also much better at
creating hypotheses and developing educated guesses. This is called

Essay about Object Permanence in Childern
Object Permanence in Childern
Often, research articles are composed of results of new findings and past research. Experimental
psychology relies heavily on the researcher's ability to further expand previous research conducted.
Child psychology, in particular, is constantly building unto old research in hopes of uncovering
more knowledge about children. More specifically, Baillargeon's article "Object Permanence in 3
½– and 4 ½–Month–Old Infants" is an example of one researcher utilizing proven research from
another. In this case, Baillargeon uses DeLoache's article "Rate of Habituation and Visual Memory
in Infants" to unveil more ground about the understanding of object permanence in infants.
DeLoache's found that infants ... Show more content on Helpwriting.net ...
The possible event was a box in plain view, which slowly disappeared by the rotating screen until
the screen leaned right up against the box at 112*. The infants spent more time looking at the
impossible event, which suggests that they understood that the object couldn't have disappeared.
Conversely, the infants spent less time looking at the possible event, which suggests that this event
was not interesting to them because they knew that the object had permanence. Therefore, some 3
½–months–old and 4 ½–months–old do have object permanence.
In order to set up a valid experiment, one must make sure all the aspects of the experiment are solid.
Baillargeon set up an experiment that concentrated on object permanence, because she used proven
facts from other researchers. The reason Baillargeon used DeLoache's article in her research was to
validate one of her experiments that didn't perform the way she expected. DeLoache's article states
that infants habituate at different times, some fast and some slow, but all infants are able to habituate
to the same level. Thus, once habituated properly, no matter how many tries, both fast and slow
habituates are able to perform the same way. This interested Baillargeon because in one of her
experiments, the infants who habituated slower weren't able to tell the impossible and possible
events apart. As she explained, "Their patterns were not unexpected, because rate of habituation is
known to relate to

Children Are Different From Adults
The first way that children are different from adults is that they are more likely to get sick and
injured. The second way that children are different from adults is that they spend more time outside.
The third way that children are different from adults is that they need help from adults in
emergencies. The fourth way that children are different from adults is that they put their hands in
their mouth more often than adults. The fifth way that children are different from adults is that it
takes a while for them to understand something vs. an adult who can understand something
instantly. The sixth way that children are different from adults is that they don 't have to worry about
paying any bills. The seventh way that children are different from adults is that they can 't drive a
car. The eighth way that children are different from adults is that they don 't work or have a job. The
ninth way that children are different from adults is that they most likely don 't have to do any chores
since their young. The tenth way that children are different from adults is that they are self–
centered. 2.) There was only one thing that I listed in the way children and adults think. I mentioned
that it takes a while for children to understand something vs. an adult who can understand
something instantly. The reason why is because adults have a better knowledge because their much
older and mature. I think my list included mostly other things in the way children and adults think
because when

Piaget's Theory Of Object Permanence In Infants
Figure 2 contains results from the experiment. The results bear strongly on the experimental
hypothesis. 4a. The experimental hypothesis, based on Piaget's theory of object permanence in
infants, is that if infants stared and analyzed an object for an extensive amount of time, it could
mean they can't visualize what the outcome may be. However, an alternative hypothesis, inspired by
McCrink and Wynn theory, is that infants would be able to determine the outcome through their
natural understanding of mathematical operations 4b. An outcome of the current experiment that
would support the experimental hypothesis is that infants do not dishabituate and because of their
lack of object permanence, as theorized by Piaget, would not even acknowledge

Villa Rica Christian Church
On the fifth of February, I went to my church, Villa Rica Christian Church. In my church, there is a
nursery for kids ranging from birth to two. The first toy was a rectangular box that has shaped holes
on the lid. On the lid, there are four shapes–triangle, square, star, and circle. The second toy, is a
panel with four different popups of Sesame Street characters. To trigger the popup, a kid has to
either turn, press, or push a button. The third toy is a child–like abacus with five rows of beads that
vary by colors–red, yellow, blue, green, and orange.
In the nursery, I examined toys aimed at the sensorimotor stage of cognitive development. This
stage includes actions based on reflexes and the transition to actions based on intentions. Actions
that are satisfying are repeated by the child through a process called primary circular reactions. Soon
after this first stage, the child moves on to the secondary circular reactions or actions that have an
effect on the environment. After experiencing both of these kind of reactions, the child then
advances into more intentional actions. The child begins to have goal–directed behavior and
curiosity which leads to experimenting. Lastly, the child will begin to understand symbolic problem
solving and object permanence.
The first toy has ... Show more content on Helpwriting.net ...
First, toys that are too difficult for the child to solve or understand may cause frustration. This
frustration may motivate some kids to continue or cause the majority to abandon the toy. Most
importantly, toys need to provide an avenue through which the child can become exposed or
practice the skills in their stage of development. For kids ranging from birth to two, toys need to
help them practice primary, secondary, and tertiary circular reactions, as well as goal–directed
behavior and eventually object

Jean Piaget And His Theory On Cognitive Development
Jean Piaget and His Theory on Cognitive Development Jean Piaget is one of the most influential
theorists in cognitive development and he argues that children pass through the same sequence of
stages when it comes to this developmental domain. This paper will begin with a general overview
of Jean Piaget's beliefs when it comes to children's cognitive development and the basics of his four
stages. Next, an in depth look will be taken at each of the stages followed by defining the Piagetian
ideas of adapting in the world through assimilation, accommodation, and disequilibrium that may
results. These ideas will be accompanied by examples and significance to the classroom. I will
conclude with a summary of all the points previously discussed. As introduced, the distinguished
Swiss psychologist, Jean Piaget, is one of the most influential theorists in cognitive development.
Author Barry J. Wadsworth (1996) wrote about Piaget's vast contributions to the understanding of
children's intellectual development and though his initial interest was in biology, the idea that the
development of children's intelligence could be studied experimentally by examining their thinking
and reasoning peaked his research interest into this field (p.6). Throughout his research, Piaget was
more interested in the qualitative, not quantitative, characteristics of development. He was
concerned with how a child came to understand the knowledge and material, not with how much the
child knew (p. 7).

Piaget’S Cognitive Developmental Theory States That Children
Piaget's Cognitive Developmental Theory states that children go through four stages of cognitive
development as they actively construct their understanding of the world. Stage one of this theory, or
the sensorimotor stage, infants of the age newborn through two years construct an understanding of
the world by sensory skills (hearing and seeing) with physical actions. This for example could be a
simple game of peak–a–boo. Skye, the infant in the video clip, giggles at his mother playing the
game. According to Piaget's theory, young infants do not know what happens when object go out of
sight. During the first year, infants learn that objects have life of their own, even when not visible.
This is known as object permanence. Mya knew to look ... Show more content on Helpwriting.net ...
When asking the child which has more, she counted and stated that they were the same. When
spreading out the quarters in only one row, making it look like there was more in it than the other,
the child states as observed; the row with the more spread out quarters has more. This is because one
row was longer than the other. The final experiment consisted of Graham crackers. The young girl
was handed one cracker while the adult had two. The girl did not think it was very fair for the adult
to have more. When her cracker was cut in half, she instantly believed she had the same amount and
was content. These experiences were an excellent example of this stage. It would take an older child
to realize it was the same amounts. Children in this experiment was going by what they saw.
During stage three, or the concrete operational stage, children can now reason logically about
concrete events and classify objects into different sets. This stage consists of children who are older
in age. These children are between the ages of seven and eleven. Concrete operational thinkers
though cannot image the steps needed to complete a math equation. This is because it would require
a level of thinking that is too nonconcrete for this stage of development. An example of this stage
uses the same experiment in stage two with the liquids, which I believe is easy to understand
because it is already been experimented with just at a

Jean Piaget Research Paper

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