Piaget's theory of cognitive development proposes four universal stages through which children's thinking progresses as they interact with the world: sensorimotor, preoperational, concrete operational, and formal operational. The document outlines Piaget's key concepts including schemes, assimilation, accommodation, and equilibration. It then describes the stages in detail, noting their age ranges, main characteristics, and limitations/achievements. The document concludes with discussing applying Piaget's theory to educational practice and creative thinking activities.

1. Lecture 3
THEORIES OF DEVELOPMENT
Cognitive Development and
Psychosocial Development
By: Abdul Hameed Ali

2. Purpose
Understanding of the students’
development on the Physical，
cognition , and social-emotional
development

3. Main Contents
 Piaget’s View of Cognitive Development
 VYGOTSKY’s View of Cognitive
Development

4. Part 1
Issues of Development
Piaget’s View of Cognitive Development

5. A Definition of Development
 Creative Thinking (get into groups)
Think about terms of Changing
and Development.
As human beings, what kinds of
changing you can see and what you
can’t see?
Are they all means the
development during the lifetime?

6. 1.understanding:
 The term DEVELOPMENT in its most
general psychological sense refers to
certain changes that occur in human beings
between conception and death.
 The term is not applied to all changes,
but rather to those that appear in orderly
way and remain for a reasonably long
period of time.

7. 4 kinds of develpment
 Physical development, deal with the
changes in the body;
 Personal development, means the changes
in an individual’s personality;
 Social development refers to changes in
the way an individual relates to others;
 Cognitive development refers to changes
in thinking

8. General Principles of Development
 People develop at different rates.
 Development is relatively orderly.
 Development takes place gradually.

9. Piaget’s Theory of Cognitive Development
 Brief Introduction
 Some very important concepts in his
cognitive theory
 How Cognitive Development Occurs
 Four stages of Cognitive development
 Educational Implications of Piaget’s Theory

10. Brief Introduction
 Jean Piaget, born in Switzerland in 1896, is
the most influential developmental
psychologist in the history of psychology

11. important concepts
 SCHEMES
 ASSIMILATION: to learn (something) so
that it is fully understood and can be used
 ACCOMMODATION:
 EQUILIBRATION

12. How Cognitive Development Occurs?
 Cognitive Development is gradual，orderly,
changes by which mental process become more
complex and sophisticated.
 The essential development of cognition is the
establishment of new schemes.
 Assimilation and accommodation are both
processing of the ways of cognitive development.
 The equilibration is the symbol of a new stage of
the cognitive development.

13. Stages of Cognitive development
Remember:
 Piaget divided the cognitive development of
children and adolescents into four stages:
sensorimotor, preoperational, concrete
operational, and formal operational.
 All children pass through these stages in
this order and that no child can skip a stage
 Different children may pass through the
stages at some what different rates

14. Four stages of Cognitive development
STAGE RANGE OF AGE (YEAR) MAIN CHARACTERISTIC
Sensorimotor
Birth to 2 The baby constructs an
understanding of the world by
coordinating sensory
experiences with physical
actions.
Preoperational
2 to 7 The child begins to represent
the world with words and
images.
Concrete Operational
7 to 12 The child can reason logically
about concrete events and
classify objects.
Formal Operational
12 years to adulthood. The adolescent reason in more
abstract and logical ways.

15. STAGE LIMITATION ACHIEVEMENT
Sensorimotor
Thought: Birth to
2 years (p. 5-10)
• No representational thought; infants cannot
form internal symbols early in this stage.
• Object permanence is lacking early in this
stage.
• Representational, symbolic thought
gradually
emerges as the stage progresses.
• Object permanence develops as the stage
progresses.
Preoperational
Thought: 2 to 7
years (p. 5-13)
Intuitive logic leads to egocentrism, animism,
artificialism, and an inability to use more
objective forms of logic.
• Schemes are not reversible, not operational.
• Children fail conservation tasks because of
centration, focus on static endpoints, and
lack of reversibility.
Flourishing mental representations and
symbols
are seen in language, art, and play.
Concrete Operational
Thought:
7 to 12 years (p. 5-18)
Logic is limited to concrete, tangible materials
and experiences.
• Logical thought is more objective, allows
skills
like class inclusion and transitivity.
• Schemes can be reversible, operational.
• Children pass conservation problems due
to
decentration, focus on dynamic
transformations,
reversibility.
Formal Operational
Thought:
12 years and up (p. 5-
19)
Adolescent egocentrism is seen in the
imaginary audience and personal fable.
• Hypothetico-deductive reasoning emerges.
• Abstract thought emerges.

16. Stage 1 sensorimotor(0-2 yrs)
 Reflexes
 Object permanence

17. Object permanence

18. Object permanence

19. Lock of understanding of the principles
of conservation
See a video on this….

20. Stage 2 Pre-operational (2-7)
 Lock of understanding of the principles of
conservation
 Irreversible Thinking
 Ego centric Thinking

21. Some Piagetian Conservation Tasks

22. Stage 3 Concrete Operational (7-11)
 Acquire the concept of reversibility.
 Respond to inferred reality
 Seriation
 Classification
 Objective Thinking

23. Respond to inferred reality
 Flavell (1986) demonstrated this concept by
showing children a red car and then, while
they were still watching, covering it with a
filter that made it appear black. When asked
what color the car was, 3-year-olds
responded "black," and 6-year-olds
responded "red." The older, concrete
operational child is able to respond to
inferred reality, seeing things in the context
of other meanings; preschoolers see what
they see, with little ability to infer the
meaning behind what they see.

24. Seriation
 lining up sticks from smallest to largest.
 transitivity

25. Classification
 Classification depends on a student's abilities
to focus on a single characteristic of objects in
a set and group the objects according to that
characteristic
 Given 12 objects of assorted colors and
shapes, the concrete-operational student can
invariably pick out the ones that are round.

26. Stage 4 Formal Operational (11 - adulthood)
 Children's thinking begins to develop into the
form that is characteristic of adults
 Hypothetical conditions
the ability to reason about situations and
conditions that have not been experienced.

28. See a video

29. Creative Thinking:
(Working in groups:)
How can we put the Piaget’s theory into our
educational practice?

30. TUTORIAL
TASK 1: INDIVIDUAL WORK ON
PIAGET

31. ANSWERS
QUESTION ANSWER QUESTION ANSWER
1 D 6 C
2 B 7 B
3 B 8 A
4 D 9 D
5 C 10 B

32. TASK 2: CHECK YOUR
INTELLIGENCE GROUP