This document provides an overview of Jean Piaget's theory of cognitive development in primary school aged children. It discusses Piaget's life and background, focusing on his observations of his own children which informed his theories. It then describes the concrete operational stage from ages 7-11, where children begin logical thinking about concrete concepts but struggle with abstract ideas. Key developments include understanding reversibility and inductive/deductive reasoning. Cognitive milestones are outlined, such as understanding time, attention span, and early reading skills. The document also briefly discusses information processing models of memory.

1. Module 19:
Cognitive
development of
Primary
Schoolers

2. Birth and Death:
Born August 9, 1896
 Died September 16, 1980
Jean Piaget's Early Life:
He was born in Switzerland in 1896.
He began showing an interest in the
natural sciences at a very early age.
By age 11, he had already started his
career as a researcher by writing a
short paper on an albino sparrow.
He continued to study the natural
sciences and received his Ph.D. in
Zoology from University of Neuchâtel
in 1918.

3. Jean Piaget’s Love life
He married Valentine Châtenay
in 1923.
They have three children
His observations of his own
children served as the basis
for many of his later theories.

4. Jean Piaget’s Concrete Operational
Stage
Concrete Operation
 It spans from ages 7 – 11years
 Is the third stage in Piaget’s theory of cognitive
development.
 In this stage, children have better
understanding of their thinking skills. Children begin to
think logically about concrete events, but have difficulty
understanding abstract or hypothetical concepts, thus
most of them still have a hard time in problem- solving.

5. Logic
Inductive Logic
 involves thinking from a specific experience to
a general principles.
Deductive Logic
 Using a general principle to determine the
outcome of specific event.

6. 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.

7. 3+7 =
3 + 4 = 7
7 – 4 = 3

8. Cognitive Milestones
Elementary- aged children learns in
sequential manner, meaning they need to
understand numbers before they can
perform a mathematical equation.
Each milestone that develops is
dependent upon the previous milestone they
achieve.

9. Young primary- aged children can do
the following:
 can tell left from right
 can able to speak and express themselves
 in school, they share about themselves and
their families
 during play, they practice using the words
and language they learn from school.

10.  they start to understand times 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 six, most can read words or
combinations of words

11. Information- Processing Skills
Several theorists argue that:
 like a computer, the human mind is a system
that can process information through the
application of logical rules and strategies.
 they also believe that the minds receives
information, performs operations to change
its form and content, stores and locates it
and generates responses from it.

13. Short Term
Memory
Remembering
something that we
recently saw or
heard
Last for about 20
seconds

14. Long Term
Memory
Procedural
Memory
Declarative
Memory
Episodic
Memory
Semantic
Memory

15. “…If you become a teacher, by your pupils
you will be taught.”
- O. Hammerstein

16. Prepared by:
Kimberly Norcio
BEED -II