Piaget's Stage of Cognitive Development

1. Prepared by:
Claris B. Laluan
BEED-I
https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

2. For sixty years, Jean Piaget conducted research
on cognitive development. His research method
involved observing a small number of
individuals as they responded to cognitive task
that he designed. These tasks were later known
as Piagetian tasks.
Piaget called his general theoretical
framework “ genetic epistemology”
because he was interested in how
knowledge development in human
organisms. Piaget was initially into
biology and he also had a background in
philosophy
His theory has been applied
widely to teaching and
curriculum design specially in
the preschool and elementary
curriculum.

4. Schema
• Piaget used the term
“schema” to refer to the
cognitive structure by which
individuals intellectually
adapt too and organize their
environment. It is an
individuals way to
understand or create
meaning about a thing or
experience.
https://www.semrush.com/blog/what-is-schema-beginner-s-guide-to-structured-data/

5. • Piaget used the term
“schema” to refer to the
cognitive structure by which
individuals intellectually
adapt too and organize their
environment. It is an
individuals way to
understand or create
meaning about a thing or
experience.
https://www.pinterest.ph/pin/145733737918402111/?nic=1
Assimilaton

6. Accommodation
 This is the process of
creating a new
schema. If the same
child now sees
another animal that
looks a little bit like
a dog but somehow
different
https://www.verywellmind.com/what-is-assimilation-2794821

7.  Piaget believed that that people have the natural need to understand how
the world works and to find order , structure and predictability in their
life. Equilibration is achieving proper balance between assimilation and
accommodation. When our experiences do not match our schemata
(plural of schema) cognitive structures, we experience cognitive
disequilibrium this means there is a discrepancy between what is
perceived and what is understood. We then exert effort through
assimilation and accommodation to establish equilibrium
Equilibraton
https://www.youtube.com/watch?v=6wch2A7s1Rg

8. https://www.docsity.com/en/criticisms-of-piaget-theory-
cognitive-developmental-psychology-lecture-slides/226035/

9. The first stage corresponds form 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
This is the ability of the child to know that and
object still exists even when out of sight. This
ability is attained in the sensory motor stage.
Stage 1. Sensori-motor Stage.
Object permanence
https://www.medicalnewstoday.com/articles/325030.php

10. Stage 2. Pre-operational
Stage
The preoperational stage covers from about two to seven years old roughly
corresponding to the preschool years. Intelligence at this stage is intuitive in nature. At this
stage, the child can now make mental representations and is ale to pretend the child is
now ever closer to the use of symbols. This stage is highlighted by the following:
https://elc.utk.edu/2018/07/11/pretend-play-growing-childrens-minds/

11. Symbolic Function
 This is the ability to represent object and
events.
Symbolic function gradually develop n the
period between 2 to 7 years.
Reil, a two-year old may pretend that she is
deinking from a glass which is really empty.
Though she already pretend the presence of
water, the glass remain to be a glass at around
for years of age, Nico, may, after pretending to
drink from an empty glass, turn the glass into a
rocket ship or a telephone.
https://harddrivingtigers.weebly.com/preoperational-stage-
lack-of-conservation.html

12. Egocentrism/Self centered
 This is the tendency f the child to
only see his point of view and to
assume that everyone also has his
same point of view. The child cannot
take the perspective of others. You
see this in five yea-old boy who buys
a toy truck for his mother’s birthday.
Or a three years old girl who cannot
understand why her cousins call her
daddy “uncle” and not daddy

13. Centration
 This refers to the Tendency of the child
only focus on one aspect of a thing or
event and include other aspects. For
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 s transferred to an obviously
taller buy narrow glass, the child might
say that there is more water in the taller
glass. The child only focused or
“centered” only one aspect for the new
glass, that it is a taller glass.
https://harddrivingtigers.weebly.com/preoperational-stage-
lack-of-conservation.html

14. Irreversibility
 Pre-operational children
still have the inability to
reverse their thinking.
They can understand that
2 + 3 is 5, but cannot
understand 5-3 is 2

15. Animism
 This is the tendency of
children to attribute
human lie traits or
characteristics to
inanimate object.
When at night, the
child is asked, where
the sun is, show will
reply, “Mr. Sun is
asleep.”

16. Stage 3. Concrete-
operational Stage
 This stage is characterized by
the ability of the child to think
logically but only in term 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:
https://study.com/academy/lesson/piagets-concrete-operational-stage-of-development-definition-examples-
quiz.html

18.  This 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 e more
logical when dealing
with concrete objects
and situations
Decentering

19. Reversibility
 During the stage of
concrete operations, the
child can now follow
that certain operation
can be done in reverse.
https://www.slideshare.net/GECEBADIN/piagets-concrete-
operation-stage

20. Conservation
 This is the ability to know that certain
properties of object like number, mas,
volume, or area do not change even if
there is a change in appearance.
The concrete operational child can now
judge rightly that the
amount of water in a taller but narrower
container is still the same
as when the water was in the shorter but
wider glass
http://www.psychology.sunysb.edu/hwaters-
/psy325/slidesets/325slideset2a.pdf

21. Seriation
 This refer to the
ability to order or
arrange thins in a
series based on
one , dimension
such as weigh,
volume or size.

22. Stage 4. Formal
Operational Stage
 In the final stage of formal
operations covering ages between
12 and 15 years, thinking becomes
more logical. They can now solve in
general ideas or specific problems
and can educated guess. This stage
is characterized by the following
http://soulfullofcrap.blogspot.com/2014/07/4-formal-
operational-stage-12-years-and.html

23. Hypothetical Reasoning
 This is the ability to come up
with different hypothesis
about a problem and to
gather and weigh data in
order to make a final
devision or judgment. This
can be done in the absence of
concrete objects, The
individuals can now deal
with “What if” questions.
https://www.slideshare.net/janettecbalagot/jean-piaget-
23997280

24.  This is the ability to perceive the relationship
one instance and then use that relationship to
narrow down possible answer in another
similar situation or problem
The individual in the formal operation stage can
make an analogy. If united
kingdom is to Europe, then
Philippines is to __. The individual will reason
that since the UK is found in the
continent of Europe then the Philippines is
found what continent?. Then Asia
is his answer. Through reflective thought and
even in the absence of
concrete
object the individual can now understand
relationship and do analogical
reasoning
Analogical reasoning

25. Deductive Reasoning
 This is the ability to think logically
by applying general rule to a
particular instance or situation. For
example, all countries near the
north pole have cold temperatures
Greenland is near he north pole.
Therefore, Greenland has cold
temperature
http://blogs.edutech.nodak.edu/monsonpregeometry/files/20
11/10/PreGeom-2.4-Notes.pdf