Jean Piaget's theory of cognitive development proposes that children progress through four distinct stages as their mental abilities develop: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (ages 11 and up). At each stage, children demonstrate new cognitive abilities as they interact with their environment. Piaget's theory emphasizes that children are active learners and discover and understand concepts through hands-on experiences.

1. Reported by:
Banilan, Myrna
Manipol, Sharmaine

2. Jean Piaget’s Theory of
Cognitive Development

3. Jean Piaget’s Theory of
Cognitive Development
Found that certain mental abilities tend to appear at
certain stages of development.
Metal abilities appear around a certain age level
• Some children will show the ability earlier and some
later than children.
• The actual age at which an ability appear may vary from
child to child or from culture to culture.
• Children of the same age may have different mental
abilities available to them.

4. Four Main Stages of Cognitive
Development
11
1. Sensorimotor Stage
2. Preoperational Stage
3. Concrete Operational Stage
4. Formal Operation Stage

5. From birth to two years.
Characterized by the absence of
language.
The period is based primarily on
immediate experience through the senses.
Children at this stage is egocentric.
Interactions with the environment.
Children develop the concept of object
permanence.

6. Six Stages of development during
first two years of life
Stage 1- birth
- Behavior is reflexive
- no awareness and concept
Stage 2- extend to about 4 months
- sucking becomes habitual
- there is hand eye coordination and
aware of objects.

7. Six Stages of development during
the first two years of life
Stage 3- four to 8 months
- Behavior becomes oriented toward objects
and events beyond his body.
- There is voluntary control
- The child can manipulate objects within reach
in his environment.
- He repeats behavior that is interesting.

8. Six Stages of development during
the first two years of life
Stage 4- eight months to one year
- Behavior patterns which constitute the first
clear signs of intelligence begin to emerge.
- The child begins to anticipate events and
begins to use means to attain needs.
- Begin to search for objects that have
disappeared and understands that the presence of
objects may make something happen.

9. Six Stages of development during
the first two years of life
Stage 5 and 6- encompass the second year of life.
- Noteworthy is the ability of the child to make use
of trial and error to achieve desired ends.
- The sensorimotor stages is determined basically
by actual perception of the senses.
- The child is unable to classify this experience in
the situation. “Scolding the child will not matter, what is
said is heard but has no meaning.”

10.  Two to seven years
 Children on this stage talk to
stuffed toys, they will tell about
imaginary friends, and tell wild
stories.
 Increases the ability to store words and language
structures.
 There is the capacity to understand and make use of
the words.
This is the stage adults communicate with the
children.

11. Two Subdivisions of
Preoperational stage
1. Preconceptual thinking (about 2 to 4 years)
- Children begin rudimentary concept formation.
- They begin to classify things in certain classes
because of their similarity, but they make a number of
mistakes because of their concepts, all men are
“Daddy” and all women are “Mommy” and all toys are
“mine”.

12. Two Subdivisions of
Preoperational stage
2. Period of intuitive thought (4 to 7 years)
- The child solves problems intuitively, instead of
in accordance with some logical rule.
- The most striking characteristics of the child’s
thinking is his failure to develop conservation.
Conservation - the ability to realize that
number, length, substance, or area remains constant
even though these things may be presented to the
child in a number of different ways.

13. Period of intuitive thought

14.  Seven to eleven years
 The children’s thinking becomes more logical
and systematic.
 Learning and gaining- increased skill in reading
is a key development task.
 They are learning symbols systems and
concepts of time, space, and distance.

15.  They are gaining better understanding of spatial
relationships, and this is shown in the realism,
proportion, and detail in their drawings and
paintings.
 When the child encounters situations which he
cannot deal with on the basis of direct
experiences, he reasons by use of analogy.
 Differences in size and shape fascinate them.

16.  The individual comes to think at
the level of adults when they are
functioning at their best.
 They can attain logical, rational, abstract strategies.
 Cognitive development is also reflected in the way
he organizes, reconciles, and integrates his beliefs.
 He can now examine his beliefs and search for
inconsistencies among them.
 Logical operations are now used for problem
solving.

17.  Characterized by hypothesis testing.
 “Perspective thought” or relativism is formed.
 Awareness of different points of view rather than of
one single thought.
 Young person understands and recognizes that
individual have their own and different interest,
knowledge, and ways of thinking.
 The process of reading development as compared
to other stages is significantly different.
 Abstract thinking is developed in attaining meaning
from words read.

18.  There is comprehension of figurative and symbolic
written materials, individuals are able to expound in
a logical and rational way by giving implications of
things read, movies, stage plays, dance, music,
sculptures, designs, and other forms of art.

19. a. A timing device of scheduling classroom activities
is necessary.
b. Another important educational principle involved in
Piaget’s work is readiness- the child is able to bring
given task capabilities equal to the demands of the
situation.
c. The concept of matching is relevant to education.
d. Teachers and administrators must design curricula
that will take a child through a logical sequence of
steps so that his cognitive development may advance
from one stage to the next.

20. e. The curriculum planner must incorporate
appropriate teaching strategies in order to aid
cognitive development effectively.
f. New events interest children.
g. Learning is totally dependent on interaction with
the environment.
h. Learning is cumulative.

21. i. The teachers must first identify the signs of
potential competency in the child and then arrange a
curriculum that capitalizes on it and leads him to
higher levels of cognitive development.
j. Preschools, especially those that follow the
Montessori method, make use of sensorimotor
materials and reality-oriented experiences to
accelerate early cognitive development.