PROF ED 111: THE CHILD AND ADOLESCENT LEARNERS AND

LEARNING PRINCIPLE

PIAGET'S STAGE
OF COGNITIVE
DEVELOPMENT
Meña, Brad Herb Nowell,
G.
BSED- 1J
 STAGE 1. SENSORI-MOTOR. (FROM
BIRTH TO INFANCY)
The child who is initially reflexive in
grasping, sucking, and reaching becomes more organized in
his movement and activity.
The term sensori-motor focuses on the prominence of
the senses and muscle movement through
which the infant comes to learn about himself and the world.
In working with children in the
sensori-motor stage, teachers should aim to provide a rich
and stimulating environment with
appropriate objects to play with.
OBJECT
PERMANENCE
This is the ability of
the child to know
that an object still
exists
even when out of
sight. This ability is
attained in the
sensory motor stage.
STAGE 2. PRE-OPERATIONAL.
(FROM ABOUT 2 TO 7 YEARS
OLD)
It is roughly corresponding to the
preschool years. Intelligence at this stage is
intuitive in nature.
At this stage, the child can now
make mental representations and is able to
pretend, the child is now ever closer to the use of
symbols. :
 This stage is highlighted by the following:

Symbolic Function
This is the ability to represent objects and events. A symbol is
a thing that represents something else.
Symbolic function gradually
develops in the period between 2 to 7 years.
A drawing, written word, or a spoken word comes to be
understood as representing a real object like a real MRT train.
 Riel, a two-year old may pretend that she is
drinking from a glass which is really empty. Though she already pretends
the presence of water,
the glass remains to be a glass. At around four years of age, however, Nico
may after pretending to drink from an empty glass into a rocket ship or a
telephone.
 By the age of 6 or 7
the child can pretend, play with objects that exist only in his mind. Enzo who is sick, can do a
whole ninja turtle routine without any costume nor “props.” Tria who is seven can pretend to
host an elaborate princess ball only in her mind.
 Egocentism
This is the tendency of the child to only see his point of
view and to
assume that everyone also has his same point of view. The
child cannot take the perspective of
others.
 Centration
This refers to the tendency of the child to only focus on one
aspect of a
thing or event and exclude other aspects.
 The child focused
or “centered” on one aspect of the new glass, that it is a taller glass. The child was not able to
perceive that the new glass is also narrower. The child only centered on the height of the glass
and excluded the width in determining the amount of water in the glass.
 Irreversibility
Pre-operational children still have the inability to reverse their
thinking. They can understand that 2+3 is 5, but cannot
understand that 5-3 is 2.
 THANK YOU!
REFERENCES:
https://www.verywellmind.com/piagets-stages-of-
cognitive-development-2795457
https://www.simplypsychology.org/piaget.html
https://www.webmd.com/children/piaget-stages-of-
development