- Jean Piaget developed the theory of cognitive development which posits that children pass through four distinct stages - sensory-motor, pre-operational, concrete operational, and formal operational. - In each stage, children develop new cognitive abilities through the processes of assimilation, accommodation, and equilibration as they interact with the environment. - Piaget's theory emphasizes that cognitive development arises through biological maturation and interaction with the environment, as children construct an understanding of the world around them.

2. • Developed by Jean Piaget( 1896-1980), a swiss biologist
• His approach is known genetic epistemology

3. • The principal goal; of education to create men who are capable
of doing new things.
• The second aim of education is to form minds which can be
critical , can verify and do not accept everything they are
offered.
• He writes “to understand is to invent”

4.  Intelligence is the ability to adapt to the environment
 The development of human intellectual abilities take
place as a result of the organization and
reorganization of certain pattern of behaviour called
Schema
 Adaptation takes place through the processes like
Assimilation and Accommodation
 Equilibration is the fundamental factor in
development

5.  Cognitive Structure
According to Piaget, the emergence of
new cognitive abilities occurs as a result of
the modification of the behaviour patterns
that are present at the time of birth. These
patterns of behaviour constitute the
structural units of human mind that he called
schemas

6.  They are the basic structural units of human mind.
 They constitute organized pattern of behaviour that an
individual use in dealing with objects in his
environment.
 An infant’s first schemas represent those instincts and
reflexes that are biologically inherited
 As development proceeds , each pattern enlarges and
changes.
It is co-ordianated with the other patterns to form more
complex patterns.
Schema can be simple as well as complex

7. Cognitive functioning
 Intelligence is a tool by which the individual
organizes the schemas and adapts to the world.
 The process of adaptation or organization of
schemas is identified with three different activities
1. Assimilation
2. Accommodation
3. Equilibration

8. Assimilation
 First part of the two-part process of interaction
between external reality and the child’s own attained
cognitive structure
 Process of “fitting in” or becoming a part of existing
cognitive organization
 Individual uses his current schema to interpret the
external world.
 It take place when a previous experience is used to
comprehend a new experience in its familiar forms.
 Old schema does not change in the process

9. Example
 When a child is engage in sucking, there is
a certain pattern of movements of the
cheeks, lipos and hands. When a child is
confronted with a new object , he will try
to understand the new object by applying
his old scheme to it.

10. Accommodation
It involves modification or change of some
elements of an old scheme
Learning a new scheme which is more
appropriate for the new object.

11. Example
The moment the child learns to
discriminate between a red
shirt and a pink shirt , the pre-
existing schema of red colour
is accommodated with a new
experience of identification of
the shade of red , that is, pink
colour.

12. Equilibration
Fundamental factor in development
Adjustment process between the
organism and the environment.
The process of maintaining balance
between assimilation and
accommodation

13. Optimal level of intellectual functioning
takes place when there is balance between
assimilation and accommodation
It is a progressive and self regulating
process
It leads step by step to a final state of
reversibility that characterizes higher
cognitive structures.

15. Introduction
 Cognitive development arises as a result of the
interaction between the individual and the
world
 Passes through a series of sequential stages.
 Piaget identified four major stages in the
cognitive development of an individual
1) Sensory – Motor Stage (0-2 years)
2) Pre-operational Stage (2-7 years)
3) Concrete – Operational Stage ( 7-11 years)
4) Formal operational stage (12-15 years)

16.  The precise ages of each stage vary in
different cultures and in different
circumstances
 But the sequence of the stages remains
the same
 According to Piaget the child moves
from one stage to the next through the
interaction of four factors –
Equilibration, Maturation, Experience
with physical objects and social
interaction

17. Sensory – Motor Stage
 Birth to 2 years
 Infants construct their understanding of the
world by co-ordinating sensory experiences
with motor abilities
 The stage is marked by sensation

18. Simple learning occurs
Through three kinds of circular
reactions , the infant moves from blind
repetition to repetition designed to
make something last, and then on to
active experimentation and some
inventiveness

19.  There are six sub stages of Sensory motor stages
1) Exercising ready- made sensory
motor equipment
 0-1 month
 Sucking, Crying, Elimination, Gross
bodily activity
 Assimilation and accommodation are
not differentiated

20. 2) Primary circular reactions
 1-4 months
 Stumbles on a new activity
 Repeats over and over
 Eg., grasps and lets go
 Assimilation and accommodation
become differentiated

21. 3) Secondary circular reactions
4-8 months
Acts and waits for result to occur
Eg., shakes a rattle to hear the noise
Brief search for absent object
Moves towards intentionality or goal
orientation

22. 4) Co-ordination of secondary
schemas
 8-12 months
Turns bottle to reach nipple
Sets an obstacle aside to reach desired
object visible behind it
Imitates a novel response

23. 5)Tertiary circular reactions
 12-18 months
 Explores new object in a kind of experimentation to
find out in what respects object is new
Learn use of means to an end , such as reaching a
watch on a pillow by pulling the pillow toward
himself

24. 6) Invention of new means through
mental combinations
 Solves a detour problem by going around a
barrier even if it means temporarily moving away
from the goal
 Infers causes from observing effects
Predicts effects from observing causes
Invents new applications of something learned in
a different context

25. The sensory motor stage is characterized by
 Object Permanence:
 A new born baby does not realize object are
permanent
 “ Out of sight is out of mind”
 After 8 months, develops an understanding that objects
constitute to exist even if their hidden from view.
 Causality
 learns that there is a relationship between his actions
and the external world.

26. Pre- operational stage
 2 to 7 years
 The period of representative intelligence
 Operation refers to mental manipulation and
transformation of objects and information
 This stage is characterized by inability for
operations
 Language development is the important hall-
mark
 Do not understand concrete logic , cannot take
the popint of view of others, heavily influenced
by their perceptions

27.  The stage is characterized by
1) Representational thought:
2) Transductive reasoning
3) Ego-centrism
4) Animistic thinking
5) Artificialism

28. CONCRETE OPERATIONAL SATGE
 7-11 years
 Capacity for logical thought emerges
 Thought process is limited to real events
observed or actual objects handled
 Cannot handle abstract experiences

29.  Important mental abilities developed
1) Inductive –Deductive reasoning
2) Flexibility in thinking
3) Understanding of the principle of
conservation
4) Classification and serialisation
5) Transitivity
6) Reversibilty of thought

30. FORMAL OPERATIONAL
STAGE
12-15 years
Thought process becomes quite systematic
and reasonably well integrated

31. Important accomplishments
1) Ability to deal with abstraction
2) Hypothetico- Deductive reasoning
3) Systematic approach to solve problems
4) Use of abstract rules
5) Ability to transfer knowledge

32. EDUCATIONAL
IMPLICATIONS
 Development of ability based curriculum for children
 Useful in providing learning experiences in tune with the mental abilities of
the child

33. THANK YOU