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UNIVERSITY OF SOUTHERN MINDANAO
Jean Piaget Theory
By:
Noronisah O. Macalandong
Shaima Mcalangan

Jean Piaget
For sixty years, Jean Piaget conducted
research on cognitive development. His research
method involved observing small number of
individuals as they respond to cognitive tasks that
he designed. These task were later known as
Piagetian tasks.
Piaget called his general theoritical
framework “genetic epistimology” because he
was interested in how knowledge develop in
human organism.
2

Piaget was initially into biology and he also had a
background in philosophy. Knowledge from both
these disciplines influenced his theories and
research of child development. Out of his
researches, Piaget came with the stages of
cognitive development.
Piaget examined the implications of his
theory not only to aspects of cognition but also
to intelligence and moral development. His
theory has been applied widely to teaching and
curriculum design specially in the preschool and
elementary curricula.
RDE MIDYEAR IN-HOUSE REVIEW 3

Basic Cognitive Concepts
• Schema– refers to cognitive structures by which
individual intellectually adapt to and organize
their environment. It is an individual’s way to
understand or create meaning about a things or
experience. It is like the mind has a filing cabinet
and each drawer has folders that contain files of
things he has had experience with.

Example:
If a child sees a dog for the first time, he
creates a his own schema of what a dog is. It has
four legs and a tail. It barks. It’s furry. The child
then “puts this description of a dog “on file” in
his mind. When he sees another similar dog, he
“pulls” out the file (his schema of a dog) in his
mind, looks at the animal, and says, “four legs,
tail, barks, furry…. That’s a dog!

• Assimilation- is the process of fitting a new
experience into an existing or previously created
cognitive structure or schema.
Example:
If the child sees another dog, this time a little
smaller one, he would make sense of what he is
seeing by adding this new information (a
different looking dog) into his schema of a dog.

• Accommodation- is the process of creating new
schema.
Example:
If the same child now sees another animal looks
a little bit like a dog, but somehow different. He
might try to fit it into his schema of a dog, and say
“look mommy, what a funny looking dog. Its bark is
funny too!” then the mommy explains, “That’s not a
funny looking dog. That’s a goat!” with mommy’s
further descriptions, the child will now create a new
schema, that of a goat. He now adds a new file in his
filling cabinet.

• Equilibration- is achieving balance between
assimilation and accommodation. When our
experience do not match our schemata (plural of
schema) or cognitive structures, we experience
cognitive disequilibrium. This means there is
discrepancy between what is perceived and what
is understood. We then exert effort through
assimilation and accommodation to establish
equilibrium once more.

Cognitive Development
Involves a continuous to adapt to the
environment in terms of assimilation and
accommodation. In this sense, Piaget’s theory is
similar in nature to other constructivist
perspective of learning like Bruner and Vygotsky.

Piaget’s Stages of Cognitive
Development
Stage 1. Sensori-motor Stage
- The first stage corresponds from birth to infancy.
This is the stage when a child who is initially
reflexive in grasping, sucking and reaching
becomes more organized in his movement and
activity. The term sensori-motor focuses on the
prominence of the senses and muscle movement
through which the infant comes to learn about
himself and the world. In working with children in
the sensori-motor stage, teachers should aim to
provide a rich and stimulating environment with
appropriate objects to play with.

• Object permanence
- Is the ability of the child to know that an object
still exists even when out of sight. This ability is
attained in the sensory-motor stage.

Stage 2. Pre-Operational Stage
- Covers from two to seven years old, roughly
corresponding to the preschool years.
Intelligence at this age is intuitive in nature. At his
stage, the child is now ever closer to the use of
symbols. This stage is highlighted by the
following:
• Symbolic Function
- Is the ability to represent objects and events. A
symbol is a thing that represents something else.

A drawing, a written word, or a spoken word comes
to be to be understood as representing real object
like a MRT train. Symbolic function gradually
develops in the period between 2-7 years.
Example:
Riel, a two-year old may pretend that she is drinking
from a glass which is really empty. Though she
already pretends the presence of water, the glass
remains to be a glass. At around four years of age,
Nico, may, after pretending to drink from an empty
glass, turns the glass into a rocket ship or a
telephone.

By the age of 6 or 7 the child can pretend play
with objects that exist only in his mind. Enzo, who
is six, can do a whole ninja turtle routine without
any costume nor “props”. Tria, who is 7 can
pretend to host an elaborate princess ball only in
her mind.

• Egocentrism
- Is the tendency of the child to only see his point
of view and to assume that everyone also has his
same point of view. The child cannot see the
perspectives of others.
Examples:
You see this in five year-old boy who buys a toy
truck for his mother’s birthday. Or a three year
old girl who cannot understand why her cousins
call her daddy, uncle and not daddy.

• Centration
- Refers to the tendency of the child to only focus on
one aspect of a thing or event and exclude other
aspects.
Example:
When a child is presented with two identical glasses
with the same amount of water , the child will say
they have the same amount of water. However, once
water from one of the glasses is transferred to an
obviously taller but narrower glass, the child might
say that there is more water in the taller glass.

• Reversibility
- Pre-operational children still has the inability to
reverse their thinking. They can understand that
2+3 is 5, but cannot understand 5-3 is 2.

• Animism
- This is the tendency of children to attribute
human like traits or characteristics to inanimate
objects.
Example:
When at night, the child is asked, where the sun
is, she will reply, “Mr. Sun is asleep.”

• Transductive Reasoning
- Refers to the pre-operational child’s type of
reasoning that is neither inductive nor deductive.
Reasoning appears to be from particular to
particular i.e. if A causes B, then B causes A.
Example:
Since her mommy comes home everyday around
six o’clock in the evening, when asked why it is
already night, the child will say, “because my
mom is already home.”

Stage 3. Concrete-Operational Stage
• This stage is characterized by the ability of the
child to think logically but only in terms of
concrete objects. This covers approximately the
ages between 8-11 years or the elementary school
years. The concrete operational stage is marked
by the following:

• Decentering
- Refers to the ability of the child to perceive the
different features of objects and situations. No
longer is the child focused or limited to one
aspect or dimension. This allows the child to be
more logical when dealing with concrete objects
and situations.

• Reversibility
- During the stage of concrete operations, the child
can follow that certain operation can be done in
reverse.
Example:
The child can already comprehend the
commutative property of addition, and that
subtraction is the reverse of addition. They can
also understand that a ball of clay shaped into a
dinosaur can again be rolled back into a ball of
clay.

• Conservation
- The ability to know that certain properties of
objects like number, mass, volume, or area do not
change if there is a change in appearance.
Because of the development of the child’s ability
of decentering and reversibility, the concrete
operational child can now judge rightly that the
amount of water in a taller narrower container is
still the same as when the water was in the
shorter but wider glass. The children progress to
attain conservation abilities gradually being a
pre-conserver, a transitional thinker and then a
conserver.

• Seriation
- Refers to the ability to order or arrange things in a
series based on one dimension such as weight,
volume or size.

Stage 4. Formal Operational Stage
- In the final stage of formal operations
covering ages between 12-15 years,
thinking becomes more logical,. They
can now solve abstract problems and
can hypothesize. This stage is
characterized by the following:

• Hypothetical Reasoning
- Is the ability to come up with different hypothesis
about a problem and to gather and weigh data in
order to make a final decision or judgment. This
can be done in the absence of concrete objects.
The individuals can now deal with “What if”
questions.

• Analogical Reasoning
- Is the ability to perceive the relationship in one
instance and then use that relationship to narrow
down possible answers in another similar
situation or problems.
Example:
If United Kingdom is to Europe, then the
Philippines is to .

The individual will reason that found that since
the UK is found in the continent of Europe then
the Philippines is found in what continent? Then
Asia is his answer. Through reflective thought and
even the absence of concrete objects, the
individual can now understand relationships and
do analogical reasoning.

• Deductive Reasoning
- Is the ability to think logically by applying a
general rule to a particular instance or situation.
Example:
All countries near the North pole have cold
temperatures. Greenland is near North pole.
Therefore, Greenland has cold temperature.
From Piaget’s findings and comprehensive
theory, we can derive the following principles:

1. Children will provide different explanations of reality
at different stages of cognitive development.
2. Cognitive development is facilitated by providing
activities or situations that engage learners and
require adaptation (i.e. assimilation and
accommodation.)
3. Learning materials and activities should involve the
appropriate level of motor mental operations for a
child of given age; avoid asking students to
perform task that are beyond their current
cognitive possibilities.
4. Use teaching methods that actively involve students
and present challenges.

Cognitive and
Metaconitive Factors
1. Nature of the learning process
The learning of a complex subject
matter is most effective when it is an
intentional process of constructing
meaning from information and
experience.
• There are different types of learning process:
for example, habit formation in motor learning
and learning that involves the generation of
knowledge of cognitive skills and learning
strategies.

• Learning in schools emphasizes the use of
intentional processes that students can use to
construct meaning from information, experiences
and their own thoughts and beliefs.
• Successful learners are active, goal-directed, self-
regulating and assume personal responsibility for
contributing to their own learning.

2. Goals of the learning process
The successful learner, over time and with
support and instructional guidance, can create
meaningful, coherent representations of knowledge.
• The strategic nature of learning requires students to
be goal-directed.
• To construct useful representations of knowledge
and to acquire the thinking and learning strategies
necessary for continued learning success across the
life spa, students must generate and pursue
personally-relevant goals. Initially, students’ short-
term goals and learning may be sketchy in area, but
over time their understanding can be refined by filling
gaps, resolving inconsistencies and deepening their
understanding of the subject matter so that they can
reach longer-term goals.

• Education can assists learners in creating
meaningful learning goals that are consistent
with both personal and educational aspirations
and interests.

3. Construction of knowledge
The successful learner can link new information
with existing knowledge in meaningful ways.
• Knowledge widens and deepens as a students
continue to build links between new information and
experiences and their existing knowledge base. The
nature of these links can take a variety of forms, such
as adding to, modifying, or reorganizing existing
knowledge or skills. How these links are made or
developed may vary in different subject areas, and
among students with varying talents, interests and
abilities. However, unless new knowledge becomes
integrated with the learner’s prior knowledge and
understanding, this new knowledge remains isolated,
cannot be used most effectively in new tasks, and
does not transfer readily to new situations.

• Educators can assist learners in acquiring and
integrating knowledge by a number of strategies
that have been shown to be effective with
learners of varying abilities, such as concept
mapping and thematic organization or
categorizing.

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