- Children can think logically about concrete objects and events and have developed skills like conservation, reversibility, and seriation. However, they still struggle with abstract thinking and hypothetical situations. - They have improved perspective-taking abilities compared to earlier stages but may still exhibit some egocentrism. Their thinking is also limited in that they focus on a single viewpoint. - While children can use basic logical operations, they lack fully systematic reasoning and may not consistently apply logic to more complex problems. They are still developing their cognitive abilities during this stage.

1. “What you do today
can improve all your
tomorrow”
-Ralph Marston

3. 1. During the Preoperational Stage of
Development, what cognitive characteristic
do children typically exhibit?
a. Advanced problem-solving skills
b. Egocentrism
c. Strong understanding of conservation
d. Logical reasoning abilities

4. 2. What is one of the accomplishments of
children in the Pre-operational Stage?
a. Advanced mathematical skills
b. Proficient critical thinking
c. Symbolic play and imaginative
d. Ability to understand complex social
dynamics

5. 3. During which stage of Piaget’s cognitive
development theory of infants primarily
explore the world through their senses and
motor skills?
a. Pre-operational Stage
b. Sensorimotor stage
c. Concrete operational stage
d. Formal operational stage

6. 4. What is the significance of reflexes during
sensorimotor skills?
a. Reflexes have no role in this stage.
b. Reflexes are the only behaviors infants
exhibit in this stage.
c. Reflexes serve as the building blocks for
infants’ initial schemes
d. Reflexes are the only observed in older
children during this stage.

13. Sensorimotor(Birth to Age 2)
During this stage, babies and young children explore
the world by using their senses and motor skills.

14. Sensorimotor(Birth to Age 2)
During this stage, babies and young children explore
the world by using their senses and motor skills.

15. Sensorimotor(Birth to Age 2)
All infants have inborn behaviors called reflexes.

16. Sensorimotor(Birth to Age 2)
Infants soon learn to use these
reflexes to produce more
interesting and intentional patterns
of behavior.

18. OBJECT PERMANENCE
It refers to a child’s understanding that objects
continue to exist even when they cannot be
seen or perceived directly.

19. OBJECT PERMANENCE
It is considered as a key Developmental
milestone in the first two years of the child’s
life.
It marks the transition from a very basic
understanding of the world to a more complex
and sophisticated one.

20. According to Piaget, Children first
begin to develop an idea of object
permanence at around 8 months
old.

21. Piaget conducted simple studies with his
own children. In these studies, Piaget hid
a toy under a blanket while the infant
watched.
If the child searched for the hidden toy, it
was seen as an indication of Object
Permanence.

22. Piaget observed that in general
children were around 8 months old
when they started to search for the
toy.

24. SYMBOLIC THINKING/THOUGHT
a cognitive ability that allows individuals to use
symbols, such as words, numbers, images, or gestures
to represent and convey abstract concepts, objects, or
ideas.
Infants often imitate sounds, gestures, and facial
expressions made by caregiver.

25. SUMMARY
Piaget’s Sensorimotor Stage lays the foundation
for cognitive development by emphasizing sensory
exploration, object permanence, motor skill
development, goal-directed behavior, and the
beginnings of language acquisition. It marks a crucial
period in a child’s cognitive growth as they transition
from passive reflexive responses to active
engagement with their surroundings.

27. Preoperational (Age 2 to 7)
This is an important stage too because their minds
develop even more and it aids onto the next step
into development.

29. LANGUAGE DEVELOPMENT
Children in this stage rapidly develop their
language skills, acquiring new words and
expressing their thoughts and ideas more
effectively.

30. SYMBOLIC PLAY
They engage in symbolic play, such as
pretending to be different characters or objects,
which reflects their growing imaginative and
representational abilities.

31. MENTAL IMAGERY
Children starts to develop the ability to use
mental imagery, allowing them to think about
things that are not immediately present.

32. PRETEND PLAY
They enjoy engaging in imaginative and pretend
play, which helps them explore various roles and
situations.

33. COGNITIVE ADVANCEMENT
Despite their limitations, children in this stage
demonstrate advances in memory, attention,
and problem-solving, albeit within the
constraints of their egocentrism and lack of
operational thought.

35. EGOCENTRISM
Children in this stage tend to be egocentric, meaning
they have difficulty understanding that others may
have different thoughts, feelings or perspective than
their own. They often assume that everyone sees
and experiences the world in the same way they do.

36. LACK OF CONSERVATION
Children at this stage struggle with the concept of
conservation, which refers to the understanding that
changing the physical appearance of the object
doesn’t change its fundamental properties such as
its quantity.

37. TRANSDUCTIVE REASONING
• Preoperational Stage tend to engage in
transductive reasoning, where they can draw
conclusions based on superficial similarities rather
than logical principles.
• Child reasons from specific to specific, drawing a
relationship between two separate events that are
otherwise unrelated
Example:
A child might say that it is windy outside because
someone is blowing very hard, or the clouds are white
because someone painted them that color.

38. ANIMISM
Children may attribute human characteristics,
emotions, or intentions to inanimate objects or
natural phenomena. For example, they might believe
that a stuffed animals has a feeling. This reflects
their difficulty in distinguishing between animate and
the inanimate.

39. CENTRATION
is the tendency to focus on only one aspect of a
situation or object while ignoring other relevant
factors. For instance, a child might only consider the
height of a glass when assessing how much liquid it
holds, overlooking its width.

41. Concrete Operational Stage
The Concrete Operational Stage is the
third stage in Piaget’s theory of cognitive
development, typically occurring between
the ages of 7-11. During this stage,
children begin to develop logical thinking
skills and can perform operations on
concrete objects and events.

43. CONSERVATION
Children develop the ability to understand that
certain properties of objects, such as quantity, mass,
and volume, remain the same even when the
physical appearance changes.

44. REVERSIBILITY
Children grasp the concept of reversibility, which
means they can mentally reverse actions and
understand that things can return to their original
state.

45. DECENTRATION
In the Concrete Operational Stage, children
become less egocentric in their thinking. They can
consider multiple aspects of a situation or problem,
taking into account different viewpoints and not just
their own.
For example, if a child’s favorite hobby is riding a
bike, it would not necessarily mean that people
around them also prefer biking instead of walking or
riding a scooter.

46. SERIATION
Seriation refers to the ability to arrange objects
or items in a particular order such as size, length, or
weight. Children in this stage can mentally order
objects and understand concepts like “more than” or
“less than” in a logical sequence.

47. These accomplishments mark a
significant cognitive leap in child’s
development, as they transition
from concrete and practical thinking
to more abstract and flexible
reasoning.

49. CONCRETE THINKING
Children in this stage can think logically about
concrete objects but struggle with abstract and
hypothetical thinking. They may have difficulty
understanding concepts that are not directly related
to their immediate experiences.
Children in this stage believe in what they saw
and trust the words they hear.
Concrete thinking=literal thinking

50. LACK OF SYSTEMATIC REASONING
While they can solve problems using trial-
and-error and simple logical operations,
they may not consistently apply systematic
or formal reasoning to more complex tasks.

51. LACK OF SYSTEMATIC REASONING
Example:
Imagine a child who wants to reach a toy on a
high shelf but can’t reach it with their hand. Instead
of using a chair or a step stool nearby to reach the
toy systematically, the may try jumping to reach it
without considering the potential danger or
alternative solutions. This impulsive behavior
demonstrates a lack of systematic reasoning, as
they are not thinking through the problem or
considering safer or more effective ways to achieve
their goal.

52. LIMITED PERSPECTIVE
Children in this stage may struggle to take the
perspective of others or consider multiple
viewpoints in problem-solving. They often focus
on their own point of view.

53. LIMITED PERSPECTIVE
Examples:
Sean who loves a particular type of toy, like
action figures, and assumes that all of his friends
must love the same type of toy. When he bring his
action figures to play with a friend, he was surprised
and disappointed when his friends doesn’t share
same enthusiasm and prefers to play with different
to.

54. LIMITED PERSPECTIVE
This limited perspective shows that the child
may struggle to understand that others have
different preferences and interests than their
own, which is common in early childhood due to
lack of perspective-taking skills.

55. CONSERVATION ERRORS
Although they have improved conservation skills
compared to earlier stages, they may still make
occasional errors in understanding that the quantity
of a substance remains the same despite changes in
its appearance.

56. CONSERVATION ERRORS
Reason:
This error occur because children in the
concrete operational stage are still developing
their ability to think abstractly and understand
the concept of conservation fully. Over time, as
they progress through this stage, they become
more capable of conserving and understanding
that certain properties of objects remain
constant despite changes in appearance.

57. EGOCENTRISM
While less pronounced than in the
previous stage(Preoperational),
children in the concrete operational
stage may still exhibit some degree of
egocentrism, where they have difficulty
seeing things from another person’s
perspective.

58. DIFFICULTY WITH HYPOTHETICAL
SITUATIONS
Abstract and hypothetical thinking is
still exhibit some degree of
egocentrism, where they have difficulty
seeing things from another person’s
perspective.

59. HYPOTHETICAL SITUATION:
Imagine you have a magical
backpack. You can put any number of
books in it, and it will never get
heavier. If you put 10 books in it and
then take out 5 books, how many
books are left in the backpack?

60. A child in the concrete operational stage might
have difficulty grasping the concept of a magical
backpack and could give answers such as:
“There are no book left because you took some out”
“There are 5 books left because you took 5 out”
“There are 10 books left because you put 10 at the
beginning”

61. These answers reflect a struggle with
understanding hypothetical or abstract
scenarios. Concrete operational stage children
typically excel at dealing with real-world,
tangible situations where they can observe
and manipulate objects directly. Abstract or
hypothetical scenarios that require them to
think beyond what they can see and touch
may pose a challenge.

62. DEVELOPMENTAL VARIABILITY
Its important to note that the age range for
the concrete operational stage is
approximate, and individual children may
progress through this stage at different
rates. Some children may exhibit these
limitations to a greater or lesser extent.

63. DEVELOPMENTAL VARIABILITY
Lets say you have a group of children in
the same age range(around 7-11 years
old), all in the concrete operational stage.
When you ask them to solve a math
problem involving basic addition and
subtraction of two-digit numbers, you’ll
notice a range of performance.

64. DEVELOPMENTAL VARIABILITY
• Some children might quickly and
accurately solve the math problem,
demonstrating a strong grasp of
mathematical concepts.
• Others may make mistakes but can still
solve the problem with some effort and
guidance.

65. DEVELOPMENTAL VARIABILITY
• Some children may struggle significantly,
making frequent errors or experiencing
difficulty in concepts involved.
• Finally, there might be a few children
who excel in other areas but find math
particularly challenging, displaying a
specific developmental variability in
mathematical abilities.

66. DEVELOPMENTAL VARIABILITY
Lets say you have a group of children in
the same age range(around 7-11 years
old), all in the concrete operational stage.
When you ask them to solve a math
problem involving basic addition and
subtraction of two-digit numbers, you’ll
notice a range of performance.

68. FORMAL OPERATIONAL STAGE
Certainly, in Piaget’s fourth stage of
cognitive development, which is the formal
operational stage(typically occurring
during adolescence and beyond), several
key cognitive abilities emerge.

69. ABSTRACT THINKING
This is the ability to think about concepts,
ideas, and situations that are not
necessarily tied to concrete, observable
objects or experiences. In the formal
operational stage, individuals can
manipulate abstract concepts and symbols
mentally.

70. ABSTRACT THINKING
For example, they can understand and
work with complex algebraic equations,
philosophical concepts, or hypothetical
concepts, or hypothetical scenarios that
are not directly related to their everyday
experiences.

71. HYPOTHETICAL-DEDUCTIVE REASONING
In this stage, adolescents can engage in
hypothetical-deductive reasoning. This
means they can systematically evaluate
and test hypotheses or proportions. They
can think about “what if” scenarios and
draw logical conclusions from hypothetical
situations.

72. HYPOTHETICAL-DEDUCTIVE REASONING
For instance, they can consider various
factors, generate predictions, and then
test those predictions through logical
reasoning. This type of thinking is crucial
for problem-solving and scientific thinking.

73. ADOLESCENT EGOCENTRISM
This refers to a cognitive bias
where adolescents believe that
others are as preoccupied with
their thoughts and concerns as
they are themselvcs.

74. ADOLESCENT EGOCENTRISM
There are two components to adolescent
egocentrism:
• Imaginary audience: Adolescents also
imagine that there is an imaginary audience
watching and judging their actions,
appearance, and behavior. This belief can
lead to self consciousness and concerns
about how others perceive them.

75. FORMAL OPERATIONAL STAGE
These aspects of adolescent egocentrism
can impact an adolescent’s social
interactions and decision-making. They
may take risks or make decisions based on
the belief that they are the center of
attention or that their experiences are
singular.

76. FORMAL OPERATIONAL STAGE
In summary, Piaget’s formal operational stage
is characterized by the development of
abstract thinking, hypothetical-deductive
reasoning, and the emergence of adolescent
egocentrism. These cognitive changes
significantly expand an individuals capacity for
complex problem-solving and more
sophisticated thinking.

77. DO WE ALL REACH THE 4TH STAGE?
=NO WE DON’T ALL REACH THE 4TH
STAGE

78. THEN, WHY DON’T WE ALL REACH THE
4TH STAGE?

79. FORMAL OPERATIONAL STAGE
Not everyone reaches the 4th stage , and there
are several reasons for this variability in
cognitive development.
• Individual Differences- Cognitive
development is influenced by various factors,
including genetics, environment, education,
and experiences. Some individuals may not
have the same opportunities or experiences
that promote the development of formal
operational thinking.

80. FORMAL OPERATIONAL STAGE
• Cultural Differences- Cultural norms and
educational systems can impact
cognitive development. Some cultures
may prioritize different types of thinking
or problem-solving skills, which can
affect the development of formal
operational thought.

81. FORMAL OPERATIONAL STAGE
• Educational Opportunities- Access to
quality education and opportunities for
intellectual stimulation can var widely.
Individuals who have access to
challenging educational environments
and resources may be more likely to
reach the formal stage.

82. FORMAL OPERATIONAL STAGE
• Developmental Disoders- Some
individuals may have developmental
disorders or cognitive disabilities that
affect their ability to reach the formal
operational stage. These conditions can
limit cognitive development in various
ways.

83. FORMAL OPERATIONAL STAGE
• Developmental Timing- cognitive
development is not a uniform process.
Some individuals may reach formal
operational thinking later than others,
and some may not fully achieve it at all.
The timing of development can vary
from person to person.

84. FORMAL OPERATIONAL STAGE
• Pesonality and Interests- Personal
interests and motivations also play a
role in cognitive development. Some
individuals may have a strong
inclination towards concrete thinking or
may not be particularly interested in
abstract or hypothetical reasoning.

85. FORMAL OPERATIONAL STAGE
Its important to recognize that Piaget’s
theory is a framework for understanding
typical cognitive development, but it
doesn’t account for all the variability and
individual differences in how people think
and reason.

86. FORMAL OPERATIONAL STAGE
Cognitive development is a complex and
multifaceted progress influenced by a
wide range of factors, and not everyone
will progress through the stages in the
same way or the same pace.

87. 1. During the Preoperational Stage of
Development, what cognitive characteristic
do children typically exhibit?
a. Advanced problem-solving skills
b. Egocentrism
c. Strong understanding of conservation
d. Logical reasoning abilities

88. 2. What is one of the accomplishments of
children in the Pre-operational Stage?
a. Advanced mathematical skills
b. Proficient critical thinking
c. Symbolic play and imaginative
d. Ability to understand complex social
dynamics

89. 3. During which stage of Piaget’s cognitive
development theory of infants primarily
explore the world through their senses and
motor skills?
a. Pre-operational Stage
b. Sensorimotor stage
c. Concrete operational stage
d. Formal operational stage

90. 4. What is the significance of reflexes during
sensorimotor skills?
a. Reflexes have no role in this stage.
b. Reflexes are the only behaviors infants
exhibit in this stage.
c. Reflexes serve as the building blocks for
infants’ initial schemes
d. Reflexes are the only observed in older
children during this stage.