PIAGET’s

COGNITIVE
DEVELOPMENT
Child’s cognitive
structures increases with
the development– Jean
COGNITION:
“COGNOSCERE”
(latin word– to know)

Cognition is “the mental action or

process of acquiring knowledge
and understanding through
thought, experience, and the
WHAT IS
COGNITIVE
DEVELOPMENT?
-- the emergence of the
ability to think and
understand.
Cognitive Development is gradual
and orderly changes by which
mental process becomes more
complex and sophisticated.
HOW COGITIVE DEVELOPMENT
OCCURS?
-- ASSIMILATION AND ACCOMODATION
ARE BOTH THE PROCESSES OF THE WAYS
OF COGNITIVE DEVELOPMENT.
--- THE EQUILIBRIUM IS THE SYMBOL OF
A NEW STAGE OF THE COGITIVE
Key Concepts…
SCHEM ASSIMILAT ACCOMODAT
A ION ION
-- happens when the existing
-- is an internal -- is using an existing schema to schema (knowledge) does not
representation of the deal with a new object or work and needs to be changed to
world. situation. deal with a new object or
--It helps an individual situation.
-- The learner fits the new idea
understands e world into what he already knows. --The schema is altered; a new
they inhabit. They are schema may be developed.
cognitive structures that -- In assimilation, the schema is
represent a certain not changed, it is only modified.
aspect of the world, and
can be seen as 6
categories which have
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pulvinar ultricies, purus lectus malesuada libero, sit amet
commodo magna eros quis urna.

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Equilibrium helps explain how children are able to move
from one stage of though to the next..
Cognitive development did not progress at a steady rate, but rather
in leaps and bounds. Equilibrium occurs when a child’s schemas
can deal with most new information through assimilation.
Equilibrium helps explain how children
are able to move from one stage of
though to the next..
STAGE 1: SENSORIMOTOR STAGE
(Birth to 2 yrs.: Infancy)
-- infants construct an understanding of the world by
coordinating sensory experiences (seeing, hearing) with motor
actions (reaching, touching).
-- Develop Object Permanence (memory)- realize that objects
exist even if they are out of sight.
Infants progress from reflexive, instinctual actions at birth to
the beginning of problem solving (intellectual) and symbolic
abilities (language) toward the end of this stage.
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Stage 2: Pre-operational Stage
(2-7 yrs. : Toddler and early childhood) ;
(Egocentrism, animism)
-- this stage begins when the child starts to use
symbols and language. This is a period of developing
language and concepts. So, the child is capable of ore
complex mental representations.
-- PRECONCEPTUAL STAGE (2-4 yrs.): Increased
use of verbal representation but speech is egocentric.
-- INTUTIVE STAGE (4-7 yrs.): speech becomes
more social, less egocentric. 14
 STAGE 3: CONCRETE OPERATIONAL STAGE
(7-12 yrs.: Childhood and Early Adolescence)
-- characterized by the appropriate use of logic.
• Seriation: the ability to sort objects in an order according
to size, shape or ay other characteristics.
• Transitivity: the ability to recognize logical relationships
among elements in a serial order.
• Classification: ability to group objects together on basis of
common features. 15
STAGE 3: CONCRETE OPERATIONAL STAGE
(7-12 yrs.: Childhood and Early Adolescence)
-- characterized by the appropriate use of logic.
• Decentring: the ability to take multiple aspects of a situation into account.
• Reversibility: the child understands that numbers or objects can be changed,
then returned to their original state.
• Conservation: understanding that the quantity, length or number of items I
unrelated to the arrangement or appearance of the object or item.
• Elimination of Egocentrism: the ability to view things from another’s
perspective. 16
STAGE 4: FORMAL OPERATIONAL STAGE
(12 yrs. & above: Adolescence ad Adulthood)
-- the thought becomes increasingly flexible and
abstract, have the ability to systematically solve a
problem in a logical and methodological way.
-- develops skills such as logical thought, deductive
reasoning as well as inductive reasoning and systematic
planning.
-- the way of thinking is at its most advanced, although
the knowledge is has to work with, will change.
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 EDUCATIONAL IMPLICATIONS

-Emphasis on discovery - Major Goals of

approach in learning.
- Simple to complex and education according
project method of to Piaget are critical
teaching. and creative thinking.
- Social interactions
have a great - Arrange classroom
educational value for activities so that they
Piaget. Positive social assist and encourage
actions, therefore self learning.
should be encouraged.
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CONTRIBUTION TO EDUCATION:

He made us conscious
Piaget’s theory with the way children and
helped adults think.
educators,
parents and Piaget made a revolution
investigators to with the developmental
comprehend the psychology concentrating
all his attention to the
capacity of mental process and his
children in their role with behavior.
different stages. 20
Insert Image

BE THE CHANGE

you want to see

IN THE WORLD. Mahatma Gandhi – Civil Rights Activist

 QUIZ TIME!
1. The _____ stage of Piaget's cognitive development theory is characterized
by the development of abstract systems of thought that allow learners to solve
complex problems with multiple factors.
•Formal Operational
•Sensorimotor
•Concrete Operational
•Operational
•Preoperational

2. Knowing that a sandwich contains the same amount of food whether it is cut
into two pieces or four pieces represents the concept of _____.
•symbolic thought
•equilibration
•classification
•persistence
•conservation

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Following is a list of characteristics of children's thinking, which is
identified with various stages.  Identify the stage by placing the correct
number from the above diagram in the blanks.
 
_____ At the end of this stage the child is able to think symbolically (e.g.,
in terms of mental images.
 
_____ At the beginning of this stage the child's behavior is dominated by
reflexes and the ability to coordinate sensory input and movement.
 
_____ The child understands conservation but cannot handle hierarchical
classification.
 
_____ The child's thought processes are abstract and systematic.
 
_____ Object permanence occurs toward the end of this stage.
 
_____ During the first part of this stage, "Out of sight out of mind" might
describe the child's reaction to hidden objects.
 
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 _____ When water is poured from a wide beaker into a taller beaker, children say there
is now more water in the taller beaker.

 
Two rows of coins, with the same number of coins in each row, are placed on a table:
Row A    x x x x x x x
Row B x x x x x x x
 
One row is spread out so that it takes up more space:
Row A    x x x x x x x
Row B x              x           x                x                x             x             x
 
Suppose this is shown to a preoperational child.  When asked which row now has more
marbles, which would the preoperational child point to?  ___________
 
This demonstrates that the child has not yet mastered the principle that physical
quantities remain constant in spite of changes in their shape or, in this case,
arrangement.  This principle is called
__________________________.

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 _____ When water is poured from a wide beaker into a taller beaker, children say
there is now more water in the taller beaker.
 
 
 
Two rows of coins, with the same number of coins in each row, are placed on a table:
Row A    x x x x x x x
Row B x x x x x x x
 
One row is spread out so that it takes up more space:
Row A    x x x x x x x
Row B x              x           x                x                x             x             x
 
Suppose this is shown to a preoperational child.  When asked which row now has
more marbles, which would the preoperational child point to?  ___________
 
This demonstrates that the child has not yet mastered the principle that physical
quantities remain constant in spite of changes in their shape or, in this case,
arrangement.  This principle is called
__________________________.

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THANK YOU

SHAILANIE V. RIVERA

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942502svr@gmail.com

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