Piaget's theory of cognitive development proposes that children progress through four distinct stages as their cognitive 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 develop new cognitive abilities such as object permanence, language use, logical thinking, and abstract reasoning. Piaget believed that children are active learners who construct knowledge from their experiences through processes like assimilation, accommodation, and equilibration. His theory emphasizes hands-on, discovery learning appropriate to children's developmental levels.

1. PIAGET'S
THEORY OF
COGNITIVE
DEVELOPME
NT
प्याजे का संज्ञानात्मक विकास
का ससद्ांत
Presented By - Arpit Kumar Srivastava

2. •The Sensorimotor Stage
•The Pre-Operational Stage
•The Concrete Operational Stage
•The Formal Operational Stage
•Schema
•Assimilation (आत्मसातीकरण)
•Accomodation (समायोजन)
•Equilibration (संतुलन)
Stages
Cognitive
Development

3. JEAN PIAGET
• Jean Piaget (1896-1980) was one of the 20th century‘s most
influential researchers in the area of developmental psychology.
• He originally trained in the areas of biology and philosophy and
considered himself a genetic epistemologist. (genetic=development,
epistemology = study of knowledge)
• Piaget‘s theory is based on the idea that the developing child builds
cognitive structures (schemes used to understand and respond to
physical environment).
• He believed the child‘s cognitive structure increased with
development.
• Piaget‘s theories of infant development were based on his
observations of his own three children.
• He is also Known as Father Of Child Psychology .

4. WHAT IS COGNITION ?
• The term cognition is derived from the latin word
“ cognoscere " which means "to know" or “ to
recognise ” or “ to conceptualise ".
• Cognition is "the mental action or process of
acquiring knowledge and understanding through
thought, experience, and the senses."

5. CONSTRUCTIVISM
(रचनावाद)
• Child collects small – small units of Knowledge.
• Child adds their chunks (हिस्सा) and makes a bigger concept.
• Child creates his own world of Knowledge by their Chunks.

6. SCHEMA
Schema is an internal representation of the world. It helps
an individual understand the world they inhabit. They are
cognitive structures that represent a certain aspect of the
world, and can be seen as categories which have certain pre-
conceived ideas in them. For example, my schema for
Christmas includes: Christmas trees, presents, giving, money,
green, red, gold, winter, Santa Claus etc. Someone else may
have an entirely different schema, such as Jesus, birth,
Church, holiday, Christianity etc

7. Creation or Updation of Schema /
Adaptation (अनुकू लन)
Assimilation Accommodation
Process

9. STAGES OF
COGNITIVE
DEVELOPMENT

11. SENSORY MOTOR
STAGE
संवेहदक पेशीय अवस्था (0-2 YEARS)
• Senses are teachers
• Reflex Actions (प्रततवती क्रिया )
• Imitative Behavior (कृ त्रिम व्यविार)
• Develop Object Permanence (memory) - Realize that objects
exist even if they are out of sight.

12. PRE-OPERATIONAL
STAGE
पूवव-संक्रियात्मक अवस्था (2-7 YEARS)
• Transductive Reasoning or illogical reasoning
• Crucial stage for language development
• According to Piaget, Child learns to think first and develops the
language later.
• This stage is also known as pre-childhood stage.
• Ego Centrism – ‘I’ (“If I can’t see you, you can’t see me!”. It is
the inability to see the world through anyone else‘s eyes except
on his own.
• Animism (जीववाद) - Treating inanimate objects as living ones. E.g.:
Children bathing, dressing and feeding their dolls as if they are alive.
• Toy Age

13. CONCRETE OPERATIONAL
STAGE
मूतव संक्रियात्मक अवस्था (7-11 YEARS)
• Seriation: the ability to sort objects in an order according to
size, shape or any other characteristic. Eg.: if given different-
shaded objects, they may make a colour gradient
• Stage of Logical Thinking And Concrete operations
• Transitivity: the ability to recognize logical relationships
among elements in a serial order.
• Conservation: understanding that quantity, length or number
of items is unrelated to the arrangement or appearance of the
object or items.
• Elimination of Egocentrism
• This Stage is also known as later Childhood or pre-gang age.

15. FORMAL OPERATIONAL STAGE
अमूतव संक्रियात्मक अवस्था (12 YEARS TO ADULTHOOD)
• Thought becomes
increasingly flexible and
abstract, i.e., can carry out
systematic experiments.
• The ability to systematically
solve a problem in a logical
and methodological way.
• Understands that nothing is
absolute; everything is
relative
• Also Known as Gang Age.
•ताक्रकव क चचंतन की क्षमता का ववकास
•समस्या समाधान की क्षमता का ववकास
•वास्तववक-आवास्तववक में अन्तर समझने
की क्षमता का ववकास
•वास्तववक अनुभवों को काल्पतनक
पररस्स्थततयों में ढालने की क्षमता का
ववकास
•पररकल्पना ववकससत करने की क्षमता का
ववकास
•ववसंगंततयााँ के संबंध में ववचार करने की
क्षमता का ववकास

16. IMPLICATIONS OF PIAGET’S
THEORY IN EDUCATION
• इस ससद्धान्त ने बालकों को स्वक्रिया द्वारा सीखने पर बल हदया।
• वपयाजे ने अनुकरण व खेल को मित्व हदया और सशक्षक को इन ववचधयों से
पढाना चाहिये।
• सीखने में प्रगतत न करने वालों को दण्ड निी देना चाहिये।
• वपयाजे ने संज्ञानात्मक ववकास के अनुसार ववसभन्न श्रेणणयों को ववभास्जत क्रकया।
उसी के अनुसार क्रकसी भी आयु के सलए पाठ्यिम तनमावण करना चाहिये।
• वपयाजे ने बुद्चध का मापन उसके व्याविाररक उपयोग (वातावरण के साथ
अंतःक्रिया) की क्षमता के रूप में सलया जाता िै। बुद्चध परीक्षण तनमावण में
व्याविाररक रूप में प्रयोग से सम्बस्न्धत क्रियाओं का उपयोग करना चाहिये।
• वपयाजे के ससद्धान्त के अनुसार चालक (Drives) और असभप्रेरणा (Motivation)
अचधगम एवं ववकास के सलए आवश्यक िै। अतः सशक्षक को सशक्षण अचधगम में
इसका प्रयोग करना चाहिये।
• वपयाजे के अनुसार सीखना बालक के स्वयं और उसके पयाववरण से अंतःक्रिया के
फलस्वरूप िोता िै, अतः सशक्षकों एवं असभभावकों को बालकों के सलए उचचत मागव
दशवन करना चाहिये।

17. IMPLICATIONS OF PIAGET’S
THEORY IN EDUCATION
• Emphasis on discovery approach in learning.
• Curriculum should provide specific educational experience
• based on children‘s developmental level.
• Arrange classroom activities so that they assist and encourage self-
learning.
• Do not treat children as miniature adults; they think and learn
• differently from adults.
• Practical learning situations.
• Simple to Complex and Project method of teaching.
• Co-curricular activities have equal importance as that of curricular
experiences in the cognitive development ofchildren.
• Major goals of education are equal to the creative and critical thinking.

18. THANKYOU