COGNITIVE

JEAN
THEORY OF
Click to edit Master subtitle style

DEVELOPMENT
PIAGET
BIOGRAPHY
 Jean Pia get

(August 9, 1896 – September 16,

•
1980) in the French-
Born in Neuchâtel
speaking part of Switzerland.
•
Natural scientist and
developmental psychologist well
known for his work studying
children and his theory of
cognitive development.
 Jean Piaget
(August 9, 1896 – September 16,
•
His career 1980)
of scientific research
began when he was just eleven,
with the 1907 publication of a
short paper on the albino
sparrow.
•
Wrote more than sixty books and
several hundred articles.
 In 1923, he married Valentine Châtenay, the couple had three children, whom Piaget studied from infancy.
• Began to explore children in Alfred’s Binet Laboratory. This is where the Modern Test of Intelligence was created.
•

(August 9, 1896 – September 16,

•
In 1923, he1980)
married Valentine
Châtenay, the couple had three
children, whom Piaget studied
from infancy.
•
Began to explore children in
Alfred’s Binet Laboratory. This is
where the Modern Test of
Click icon to add picture
THEORY OF COGNITIVE DEVELOPMENT
 THEORY OF COGNITIVE DEVELOPMENT
•
Piaget proposed the theory of
childhood cognitive
development in 1969.
•
Cognitive Development is the
combine result between the
maturity of the brain and
nervous system with the
environment adjustments.
 THEORY OF COGNITIVE DEVELOPMENT
•
Studied intellectual
development.
•
He found that from the
moment of birth, children
acted upon, transformed their
environment, and were
shaped by the consequences
of their actions.
PRINCIPLES OF COGNITIVE
DEVELOPMENT
 PRINCIPLES OF
DEVELOPMENT
COGNITIVE
ORGANIZATION
•
is the tendency to create
systems that bring together all
of a person’s knowledge of
the environment.
•
development progresses from
simple organizational structures
to more complex ones
 PRINCIPLES OF COGNITIVE
DEVELOPMENT
ADAPTATION
•
how a person deals with new
information.
•
it occurs through the process of
assimilating new information
and accommodating it.
 PRINCIPLES OF COGNITIVE
DEVELOPMENT
SCHEMA
•
Interactions with the
environment to organize
patterns of thought, which they
used to interpret or make sense
of their experience.
•
e.g. young children who believe
that sun is alive because it
mo0ves are operating on the
 PRINCIPLES OF COGNITIVE
DEVELOPMENT
ASSIMILATION
•
Interpreting new information
in terms of existing
information.
•
e.g. as children develop, they
may regard other moving
objects(animals, wind-up toy)
as alive as well.
 PRINCIPLES OF COGNITIVE
DEVELOPMENT
ACCOMODATION
•
Understanding of differences
between non-living and living
object.
•
Revising, readjusting or
realigning existing schema to
accept new information
•
e.g. trees do not move but yet
hey are alive.
 PRINCIPLES OF COGNITIVE
DEVELOPMENT
EQUILIBRIUM
•
the tendency to strive for a
state of mental balance
(equilibrium) both between a
person and the outside world
and among the cognitive
elements within a person.
•
Combination of assimilation and
accommodation; harmonious relationships
between thought processes and
STAGES OF COGNITIVE
DEVELOPMENT
SENSORIOMOTOR
(0-2 YEARS OLD)
STAGE
 SENSORIOMOTOR
•
Infant changes from a being

STAGE
who responds primarily

(0-2 YEARS OLD)

through reflexes to one who
can organize activities in
relation to the environment.
•
Uses sensory and motor
abilities to comprehend world.
 SUBSTAGE
SENSORIOMOTOR
REFLEXIVE STAGE

STAGE
•
This period is marked by the use of
innate and predictable survival

1
(0-1 MONTH)
reflexes.
•
No coordination from their senses,
do not grasp an object they are
looking at.
NO OBJECT PERMANENCE
•
the realization that an object or
person continues to exist even
 SUBSTAGE
SENSORIOMOTOR
PRIMARY CIRCULAR

STAGE
REACTIONS

(1-4 MONTHS)
2
•
Marked by stereotyped
repetition and the infant’s focus
on his own body as the center
of interest.(e.g. infant discovers
own body parts)
•
FOCUS: Infant’s body
•
Hand-mouth and ear-eye
 SUBSTAGE
SENSORIOMOTOR
•
Development of primary

STAGE
circular reaction to acquired

(1-4 MONTHS)
adaptation then finally

2
organization.
•
Enjoyable activity for this
period: a rattle or a tape of
parent’s voice.
•
NO object permanence.
 SUBSTAGE
SENSORIOMOTOR
SECONDARY CIRCULAR

STAGE
REACTIONS

(4-8 MONTHS)
3
•
Infants learns to initiate,
recognize and repeat pleasurable
experiences from environment.
•
Coincides with new interest to
manipulate objects in the
environment.
•
Memory traces are present;
 SUBSTAGE
SENSORIOMOTOR
STAGE
•
Actions intentional but not

(4-8 MONTHS)
3
initially goal-directed.
•
Begin to show partial object
permanence.
•
Good toy for this period: mirror
•
Good game: peek-a-boo
 SUBSTAGE
SENSORIOMOTOR
COORDINATION OF SECONDARY

STAGE
SCHEMES

(8-12 MONTHS)
Behavior is more deliberate and

4
•

purposeful as infant’s coordinate

previously learned schemes (e.g.
looking and grasping a rattle) and
use previously learned behaviors
to attain their goals (e.g. crawling
across the room to get desired
toy).
 SUBSTAGE
SENSORIOMOTOR
STAGE
•
Begin to develop object

(8-12 MONTHS)
4
permanence. (first hiding place
even being moved).
•
Recognize shapes and sizes of
familiar objects.
•
Good toy: nesting toys (colored
boxes)
 SUBSTAGE
SENSORIOMOTOR
TERTIARY CIRCULAR

STAGE
REACTIONS

(12-18 MONTHS)
5
•
Infants show curiosity as they
purposely vary their actions to
see results.
•
Child is able to experiment to
discover new properties of
objects and events.
 SUBSTAGE
SENSORIOMOTOR
•
Try new activities and use trial

STAGE
and error in solving problems.

(12-18 MONTHS)
5
•
Object permanence developed
further. (Follow series of
displacements and look in last
place rather than first.)
•
Good game: throw and retrieve
 SUBSTAGE
SENSORIOMOTOR
MENTAL COMBINATIONS

STAGE
•
Toddler have developed a

(18-24 MONTHS)
6
primitive symbol system
(language) to represent events.
(Symbolic thought)
•
Basic understanding of cause
and effect. No longer confined
to trial and error. Develops of
insight.
 SUBSTAGE
SENSORIOMOTOR
•
Object permanence fully

STAGE
developed.

(18-24 MONTHS)
6
•
Good toys: blocks, colored
plastic rings
PREOPERATIONAL PHASE
(2-7 YEARS OLD)
 PREOPERATIONAL
PHASE
•
Child develops a

(2-7 YEARS OLD)

representational system and
uses symbols such as words to
represent people, places and
events.
•
Comprehend simple
abstractions but thinking is
basically concrete and literal.
 PREOPERATIONAL
PHASE
SYMBOLIC FUNCTION

(2-7 YEARS OLD)

•
is the ability to learn by using
symbols.
SYMBOL
•
is a mental representation to
which consciously or
unconsciously, a person has
 PRECONCEPTUAL

PREOPERATIONAL
PHASE
•
The child forms concepts that

PHASE
are less complete and logical
than adult concepts.
CENTRATION: conservation of

(2-4 YEARS
•

matter(height & weight),

OLD)
reversibility and animism
(confuse reality and fantasy).
 PRECONCEPTUAL

PREOPERATIONAL
PHASE
•
The child makes simple

PHASE
classifications
( to form design or figure).
The child associates on event

(2-4 YEARS
•

with a simultaneous one

OLD)
(TRANSDUCTIVE REASONING).
•
The child exhibits egocentric
thinking.
•
Good toys: items that require
 INTUITIVE PHASE

PREOPERATIONAL
•
The child becomes capable of

PHASE
classifying, quantifying, and relating
objects but remains unaware of the
principles behind these operations.

(4-7 YEARS
•
The child exhibits intuitive thought
process.

OLD)
•
The child is EGOCENTRIC.
•
The child uses many words
appropriately but lacks real
knowledge of their meaning.
 CONCRETE
OPERATIONAL
(7-12 YEARS
OLD)
 OPERATIONAL
CONCRETE
•
Marked by inductive reasoning,
logical operations and
reversible concrete thought.

(7-12 YEARS
•
Uses memory to learn broad
concept and subgroup of

OLD)
concepts.(Fruit and apple)
•
Classifies according to
attributes such as color and
SERIATION.
 OPERATIONAL
CONCRETE
•
Understands reversibility,
conservation of matter.
•
Transition from egocentric to

(7-12 YEARS
objective thinking.
•
Typical activities: collecting and

OLD)
sorting objects, ordering items
according to size, shape, weight
and other criteria.
FORMAL OPERATIONAL
(12-
ADULTHOOD)
 FORMAL OPERATIONAL
•
Develops abstract reasoning
which include inductive and
deductive reasoning, the ability

ADULTHOOD)
to connect separate events and
the ability to understand later

(12-
consequences.
•
Adolescent thinks beyond the
present and delights in “that
which is not.”
 FORMAL OPERATIONAL
•
Idealism (perfect word)

(12-ADULTHOOD)
•
Egocentism (“Everyone is
watching me and concerned
about me.”)
•
(Personal fable)
 COGNITIVE THEORY OF
DEVELOPMENT
•
His theory has major

EVALUATION
influence on cognitive theory.
•
It has brought focus on
mental processes and their
role in behavior.
 COGNITIVE THEORY OF
EVALUATION
DEVELOPMENT
•
It has influenced caregivers
and teachers to understand
the stages of development.
•
It has raised questions and
projects related to learning in
educational settings.
 COGNITIVE THEORY OF
APPLICATIO
DEVELOPMENT
•
Emphasizes the importance of
communication and

N
interaction with children
according to their ages.
 COGNITIVE THEORY OF
APPLICATIO
DEVELOPMENT
INFANTS
(SENSORIMOTOR)
•
Provide toys, mobiles and

N
bright pictures to engage
infants
•
Maintain a safe
environment.
 COGNITIVE THEORY OF
APPLICATIO
DEVELOPMENT
PRESCHOOLER
(PREOPERATIONAL)
•
Carefully explain

N
experiences related to
illness
•
Reassure that they are not
responsible for illness
 COGNITIVE THEORY OF
APPLICATIO
DEVELOPMENT
SCHOOLAGE (CONCRETE
OPERATIONS)
•
Be knowledgeable of child’s
capability of mature thought and

N
need to manipulate or see objects
to understand and to provide
important details
•
Allow children to manipulate at
least see the equipment used in
 COGNITIVE THEORY OF
APPLICATIO
DEVELOPMENT
ADOLESCENTS (FORMAL
OPERATIONS)
•
Assess their learning needs

N
•
Provide complete and clearly
understood information
•
Re-educate or clarify to help
them learn more about their
disease and its care
 COGNITIVE THEORY OF
APPLICATIO
DEVELOPMENT
•
Acknowledge that some may
not have developed mature
abstract thought and provide
information at a more concrete

N
or individualized level
 STRENGTHS
•
Young children can solve
conservation problem with
different methods

LIMITATIONS
•
Infants gain aspect of object
permanence earlier than Piaget
had predicted
•
Depending on schooling and
methods of teaching, children
can move through the stages
 STRENGTHS
•
Plays little attention to emotions
and motivation on learning .
•
Underestimates the adult

LIMITATIONS
interactions and does not fully
explain the progress from one
stage to another
•
Neither acknowledge that people
may advance to a certain
cognitive level nor the idea that
?
THANK