The document outlines the cognitive development of primary school-aged children, highlighting Jean Piaget's theories, including the concrete operational stage characterized by logic and reversibility. It details developmental milestones, emphasizing the transition from egocentric thinking and the increase in complex reasoning abilities around age 8. Additionally, it discusses the implications for childcare and education, advocating for recognizing varying intelligence profiles and fostering a rich learning environment.

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SLIDESMANIA.
Cognitive Development
of Primary Schoolers

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SLIDESMANIA.
Learning Outcomes
At the end of this module,
you should be able to:
● Describe the characteristics of
children in the concrete operational
stage
● Explain the importance of
information-processing skills and
how they affect the child’s cognitive
development
● State the different cognitive
milestones in primary schoolers.
Lesson Overview
Resources
● The Child and Adolescent Learners
and Learning Principles (Book)
Materials
● PowerPoint Presentation

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SLIDESMANIA.
INTRODUCTION
Let's get started!

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Lesson 1 | Part 1- Introduction
Jean Piaget
● Jean Piaget is the foremost theorist on cognitive development.
● According to him, intelligence is the basic mechanism of ensuring balance in
the relations between the person and the environment.
● Everything that a person experiences is a continuous process of
assimilations and accommodations.
● Piaget described four main periods in cognitive development, for Piaget
intellectual ability is not the same at different stages.
Next

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Lesson 1 | Part 2
Jean Piaget’s Concrete Operational Stage
1. LOGIC
• Concrete operational thinkers according to
Piaget can already make use of inductive logic.
• Inductive logic involves thinking from a specific
experience to a general principle.
• But at the stage, children have great difficulty in
using deductive logic or beginning with a
general principle leading to specific event.
2. REVERSIBILITY
• One of the most important developments in this
stage is an understanding of reversibility, or
awareness that actions can be reversed.
• An example of this is being able to reverse the
order of relationships between mental
categories.

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Lesson 1 | Part 3
Cognitive Milestones
Elementary aged children encounter developmental milestones.
● DECENTRATION - stage when children leave behind egocentric thinking and
start to develop a more mature way of looking at things, which greatly
enhances children’s problem solving skills (Piaget).
They develop certain skills within a particular timeframe. The skills they
learn are in a sequential manner, meaning they need to understand numbers
before they can perform a mathematical equation. They can already take on
complex, sequential and symbolic based tasks.
At this stage, reasoning is still immature, they have ease in identifying
the here and now. Each milestone that develops is dependent upon the previous
milestone they achieved.

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Lesson 1 | Part 3
Cognitive Milestones
Up until age 8, a child learns new skills at a rapid pace. Once
they reached the age of 8, the skills they learn start to level off so there
is a steady increase of new skills.
Specifically, a young primary school-aged children can tell
left from right their ability to speak and express themselves develops
rapidly. In school, they share about themselves and their families.
During play, they practice using the words and language they
learn from school. They start to understand the time and days of the
week. They enjoy rhymes, riddles and jokes. Their attention span is
longer. They can follow more involved stories. They are learning letters
and words.
By 6, most can read words or combination of words.

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Lesson 1 | Part 4
Information Processing Skills
“Several theorists argue that
like the computer, the human mind
is a system that can process
information through the application
of logical rules and strategies. They
also believe that the mind receives
information, performs operations to
change it’s form and content,
stores and locates it and generates
responses from it.”
Next

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Lesson 1 | Part 5
Implications to Childcare, Education and Parenting
Children have varying intelligence profiles. This
profiles may be based on influences of learning and
achievement. Parents, childcare providers and teachers should
be able to recognize these by:
• Helping children draw on their strengths and promote
growth in their weaknesses.
• Planning lessons that cater to multiple intelligences
base on instructional objectives.
• Encouraging children to read more everyday to
increase their vocabulary.
• Bringing children to museums, art exhibits and
historical landmarks to widen their perspective about
the world and people and;
• Lessening children’s screen time and increasing their
personal and face-to-face interactions.

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