Jean Piaget's theory of cognitive development proposed that children progress through four distinct stages as their mental abilities develop. The stages are: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (ages 11 to adulthood). At each stage, children construct knowledge through assimilation and accommodation as they interact with their environment. Piaget's theory emphasizes that children are active learners and understanding their cognitive abilities at each stage is important for teaching methods and materials.

1. Piaget’s Stages of
Cognitive
Development
Reporter: Jela G. Siozon

2. Introduction
Jean Piaget’s Cognitive Theory of
Development is truly a classic in the field of
educational psychology. This theory fueled other
researches and theories of development and
learning. Its focus is on how individuals construct
knowledge.

3. BASIC COGNITIVE CONCEPTS
❏ Schema - to 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.
❏ Accommodation - the process of creating a new
schema

4. ❏ Equilibration - is achieving proper balance
between assimilation and accommodation.
Cognitive development involves a continuous
effort to adapt to the environment in terms of
assimilation and accommodation.

5. Piaget’s Stages of Cognitive
Development
● Sensori-motor Stage - focuses on the
prominence of the senses and muscle
movement through which the infant comes to
learn about himself and the world.
Object permanence - the ability of the child to
know that an object still exists even when out of
sight.

6. ● Pre-Operational Stage - covers from about
two to seven years old, roughly corresponding
to the preschool years.
Symbolic function - the ability to represent objects
and events.
Egocentrism - the tendency of the child to only see
his point of view and to assume that everyone also
has his same point of view.

7. Centration - refers to the tendency of the child to
only focus on one aspect of a thing or event and
exclude other aspects.
Irreversibility - pre-operational children still have
the inability to reverse their thinking.
Animism - the tendency of children to attribute
human

8. like traits or characteristics.
Transductive reasoning - refers to the pre-
operational child’s type of reasoning that is neither
inductive or deductive.
● Concrete-Operational Stage - characterized
by the ability of the child to think logically

9. but only in terms of concrete objects.
Decentering - refers to the ability of the child to
perceive the different features of objects and
situations.
Reversibility - the child can now follow that certain
operations can be done in reverse.

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

11. ● Formal Operational Stage - covering ages
between 12 and 15 years, thinking becomes
more logical.
Hypothetical Reasoning - the ability to come up
with different hypothesis about a problem and to
gather and weight data in order to make a final
decision or judgement.

12. Analogical Reasoning - the 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 - the ability to think logically
by applying a general rule to a particular instance
or situation.

13. 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)

14. 3. Learning materials and activities should
involve the appropriate level of motor or
mental operations for a child of given
age; avoid asking students to perform tasks that
are beyond their current cognitive capabilities.
4. Use teaching methods that actively involve
students and present challenges.

15. That would be all!
Thank you for listening!