PIAGET'S stages of cognitive development

1. PIAGET'S STAGES
OF COGNITIVE
DEVELOPMENT
GROUP 1

2. 2
• Describe Piaget's stages in your own
words.
• Conduct a simple Piagetian task
interview with children.
• Match learning activities to the
learner's cognitive development.
I
LEARNING OUTCOMES:

3. 2
• Conducted research on cognitive discipline for
over 60 years.
• His research methods involves the “Piagetian
Task”.
• Called his general theoretical framework
“Genetic-Epistemo-logy”.
• Came up with the “Stages of Cognitive
Development”.
• His theory has been applied widely to teaching
and curriculum design.
2022
April
24
I
Jean Piaget (1896-
1980)

4. 2
II
Piagetian Task
• Observing a small
member of
individuals as they
responded to
cognitive task.

5. 2
III METHODOLOGY
• Refers to how children think,
explore and figure things out. It
is the development of
knowledge, skills, problem
solving and dispositions, which
help children to think about and
understand the world around
them.
Cognitive development

6. 2
V
BASIC COGNITIVE CONCEPTS
Schema
• refer to the cognitive
structures by which
individuals intellectually
adapt to and organize
their environment.
Assimilation
• the process of fitting a new
experience into an existing
or previously created
cognitive structure or
schema.

7. 2
IV
Accommodation Equilibrium
• the process of creating
a new schema.
• achieving proper balance
between assimilation and
accommodation.

8. 2
I
COGNITIVE DISEQUILIBRIUM
• when our experiences do mot match our schemata
(plural of schema) or cognitive structures.

9. PIAGET’S STAGES
OF COGNITIVE
DEVELOPMENT

10. 2
• ability of the child
to know that an
object still exist
even when out of
sight.
I STAGE 1: SENSORI-MOTOR STAGE
(BIRTH TO INFANCY)
• The stage when a
child who is
initially reflexive in
grasping, sucking
and reaching
becomes more
organized in his
movement and
activity.
Object permanence

11. 2
II
STAGE 2: Pre-operational stage
(2-7 years old /Pre school years)
• Intelligence is intuitive in nature.
• The child can now make mental
representation and is able to
pretend, the child is now ever
closer to the use of symbols.

12. 2
V
THIS STAGE IS HIGHLIGHTED BY THE
FOLLOWING:
Symbiotic function
• ability to represent
objects and events.
Egocentrism
• tendency of the
child to only see his
point of view and to
assume that
everyone also has
his same POV.
Hence, the child
cannot take the
perspective of
others.
Centration
• tendency of the
child to only focus
on one aspect of a
thing or event and
exclude other
aspects.

13. 2
V
THIS STAGE IS HIGHLIGHTED BY THE
FOLLOWING:
Irreversibility
• the inability to
reverse their
thinking.
Animism
• tendency of
children to
attribute
human like
traits or
characteristics
to inanimate
objects.
Transductive Reasoning
• type of
reasoning that
is neither
inductive nor
deductive.

14. 2
IV
Inductive Reasoning Deductive Reasoning
• act of making generalized
conclusion based on
specific scenarios.
• act of backing up a
generalized statement
with specific scenarios.

15. 2
V
STAGE 3: Concrete-Operational stage
(between 8-11 years old/Elementary school years)
• Ability of the child to
think logically but only
in terms of concrete
objects.

16. 2
IV
CONCRETE-OPERATIONAL STAGE IS MARKED
BY THE FOLLOWING:
Decentering Reversibility
• ability of the child to
perceive the different
features of objects and
situations.
• the ability to follow certain
operation in reverse.

17. 2
IV
Conservation Seriation
• ability to know that certain
properties of objects like
number, mass, volume or area
do not change even if there is
a change in appearance.
• ability to order or arrange
things in a series based on one
dimension (i.e., weight, volume
or size).

18. 2
• Thinking becomes more
logical.
• They can now solve abstract
problems and can
hypothesize.
I
STAGE 4: FORMAL OPERATIONAL STAGE
(BETWEEN 12-15 YEARS OLD)

19. 2
V THIS STAGE IS CHARACTERIZED BY THE FOLLOWING:
Hypothetical reasoning
• ability to come up
with different
hypothesis about
a problem and to
gather and weigh
data in order to
make a final
decision or
judgement.
Analogical reasoning
• ability to perceive
the relationship in
one instance and
then use that
relationship to
narrow down
possible answers
in another similar
situation or
problem.
Deductive reasoning
• ability to think
logically by
applying a
general rule to a
particular
instance or
situation.

20. 2
II
From Piaget’s findings and comprehensive
theory we can derive the following principles:
1. Children will provide different explanation of reality at
different stages of cognitive development.
2. Cognitive Development is facilitated by providing
activities or situation that engage learners and require
adaptation (i.e., assimilation and accommodation).
3. Learning materials and activities should involve the
appropriate level of motor or mental operations for a child
of given age;. Avoid asking student to perform task that are
beyond their current cognitive capabilities.
4. Use teaching methods that actively involve students and
present challenges.

21. Thank you
for listening!