https://www.studocu.

com/ph/document/technological-university-of-the-philippines/bachelor-of-
science-in-industrial-education/child-and-adolescent-learners-and-learning-principles/24062649

Piaget proposed four major stages of cognitive development, and called them

(1) sensorimotor intelligence,

- the sensorimotor stage occurs first, and is defined as the period when infants “think” by means of
their senses and motor actions.

(2) preoperational thinking,

- In the preoperational stage, children use their new ability to represent objects in a wide variety of
activities, but they do not yet do it in ways that are organized or fully logical. One of the most obvious
examples of this kind of cognition is dramatic play, or the improvised make-believe of preschool
children. If you have ever had responsibility for children of this age, you have likely witnessed such play.

(3) concrete operational thinking, and

- As children continue into elementary school, they become able to represent ideas and events more
flexibly and logically. Their rules of thinking still seem very basic by adult standards and usually operate
unconsciously, but they allow children to solve problems more systematically than before, and therefore
to be successful with many academic tasks.

(4) formal operational thinking.

- the child becomes able to reason not only about tangible objects and events, but also about
hypothetical or abstract ones. Hence, it has the name formal operational stage—the period when the
individual can “operate” on “forms” or representations.

TERMS TO UNDERSTAND:
1. Schema
- Piaget used the term ― schema to refer to the ‖ cognitive structure by which individuals
intellectually adapt too and organize environment. It is an individual ‘s way to understand or
create meaning about a thing experience.
2. Accommodation
-
3. Assimilation
- cognitive structure by which individuals intellectually adapt too and organize their
environment. It is an individual ‘s way to understand or create meaning about a thing
experience.
4. Equilibrium
- Equilibration is achieving proper balance between assimilation and accommodation.
When our experiences do not match our schemata (plural of schema) cognitive structures, we
experience cognitive disequilibrium this means there is a discrepancy between what is perceived
and what is understood. We then exert effort through assimilation and accommodation to
establish equilibrium
5. Symbolic Function
- This is the ability to represent object and events. Symbolic function gradually develops the
period between 2 to 7 years. Reil, 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 for years of age, Nico, may, after pretending to drink from an empty glass,
turn the glass into a rocket ship or a telephone.

6. Egocentrism/Self-Centered
- 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. You see this in five
year-old boy who buys a toy truck for his mother ‘s birthday. Or a three years old girl who
cannot understand why her cousins call her daddy―uncle and not daddy
7. Centration
- This refers to the Tendency of the child only focus on one aspect of a thing or event and include
other aspects. For example, when a child is presented with two identical glasses with the same
amount of water, the child will say they have the same amount of water. However, once water
from one of the glasses s transferred to an obviously taller buy narrow glass, the child might say
that there is more water in the taller glass. The child only focused or ―centered ‖ only one
aspect for the new glass, that it is a taller glass.
8. Irreversibility
- Pre-operational children still have the inability to reverse their thinking. They can understand
that 2 + 3 is 5, but cannot understand 5-3 is 2.
9. Animism
- This is the tendency of children to attribute human lie traits or characteristics to inanimate
object. When at night, the child is asked, where the sun is, show will reply, ― Mr. Sun is asleep.
10. Transductive Reasoning
-
11. Decentering
- This refers to the ability of the child to perceive the different features of objects and situations.
No longer is the child focused or limited to one aspect or dimension. This allows the child to be
more logical when dealing with concrete objects and situations
12. Reversibility
- During the stage of concrete operations, the child can now follow that certain operation cannot
be reversed
13. Conservation
- This is the ability to know that certain properties of object like number, mas, volume, or area do
not change even if there is a change in appearance. The concrete operational child can now
judge rightly that the amount of water in a taller but narrower container is still the same as
when the water was in the shorter but wider glass.
14. Seriation
- This refer to the ability to order or arrange thins in a series based on one ,dimension
such as weigh, volume or size.
15. Hypothetical Reasoning
- This is the ability to come up with different hypothesis about a problem and to gather and weigh
data in order to make a final division or judgment. This can be done in the absence of concrete
objects. The individuals can now deal with ―What if‖ questions
16. Analogical Reasoning
- Ability to perceive the relationship one instance and then use that relationship to narrow down
possible answer in another similar situation or problem. The individual in the formal operation
stage can make an analogy. If United Kingdom is to Europe, then Philippines is to Asia. The
 individual will reason that since the UK is found in the continent of Europe then the Philippines
is found what continent? Then Asia is his answer. Through reflective thought and even in the
absence of concrete object the individual can now understand relationship and do analogical
reasoning
17. Deductive Reasoning
- This is the ability to think logically by applying general rule to a particular instance or situation.
For example, all countries near the north pole have cold temperatures Greenland is near the
north pole. Therefore, Greenland has cold temperature