GROUP 2 : FRANCINE DAYAO

JEAN PIAGET’S
COGNITIVE
DEVELOPMENT
THEORY

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WHO IS JEAN PIAGET?

JEAN PEAGET’S COGNITVE DEVELOPMENT THEORY

His method of
1920s, Piaget was investigation has
working at the Binet been the clinical
Institute and his main approach; detailed
responsibility was to face-to-face
translate intelligence discussion and
test questions written questioning of
Born in 1896 in in English into French. individual children
Neuchâtel, Switzerland. in problem
His first interests were situations.
animals and after
finishing high school Piaget did not want
he went to study He became interested to measure how
medicine but soon to find out why well children can
changed course to children gave incorrect spell, count or
philosophy and answers to the solve problems to
sociology. questions needing check their I.Q. He
logical thinking was more intrigued
(Meadows, 2019). to find out how

2
the fundamental
concepts
A PROPOSED SET OF ASSUMPTIONS ABOUT THE
INTELLIGENCE OF CHILDREN

• Children think • Children are not • The most effective

differently passive learners; way to understand
and see the they actively children’s reasoning
world build up their is to think from
differently knowledge about children's point of
from adults. their view.
surroundings.
 PIAGET’S STAGES OF COGNITIVE
DEVELOPMENT

Sensorimotor Preoperation Concrete Formal

Period al Stage Operational Operational Stage
Stage (Age 12 and above)
0-2 Years Old 2-7 Years Old
(7–11 years old)
 Sensorimotor Period
(0-2 Years Old)
• These Innate reflexes begin to • At 8 months old, the infant will
function, e.g. sucking of nipples. understand different objects
We develop through experiences permanence and they will search
and movement our five senses. for them when they are not present.

• Initially, we begin with basic

reflexes, followed by the formation
of our initial habits. By the age of
four months, our awareness
extends beyond our bodies, and as
we continue to grow, we
progressively acquire the ability to
perform actions with intention.
• Language occurs when they
recognize the capacity to use words
for expressing emotions and
identifying objects. At this point, the
child begins to store, label, and
retrieve information about the
world.
 Preoperational Stage
2-7 Years Old

• Children's cognitive processes lack logical or concrete attributes, making it

challenging for them to grasp concepts such as cause and effect.
• They face difficulties comprehending the perspectives of others, resulting in
egocentric thinking.
• Young children and Toddlers gain the ability to represent the world internally
through mental imagery and language. At this stage, children symbolically
think about things
• At the preoperational stage, children do not show problem-solving or logical
thinking. Infants in this age also show animism
 Concrete Operational Stage
7–11 years old

• We finally discover logic and we develop concrete

cognitive operations, such as sorting objects in a
certain order.

• Children begin to exhibit logical thinking regarding

concrete events. They start considering the
feelings and thoughts of other people,
demonstrating a reduced level of egocentrism.

• At age 6 children can conserve number, at age 7

they can conserve mass and at age 9 they can
conserve weight. However, logical thinking is only
applied when children ask to reason about
materials that are physically present.
 FORMAL OPERATIONAL STAGE (AGE 12 AND ABOVE)
• Children start to develop abstract
thinking and employ symbolic
reasoning. This implies they can
extend their thoughts beyond
concrete, physical objects and
concepts, comprehending more
intricate and abstract ideas.
• They become capable of solving
hypothetical problems and grasping
metaphors, analogies, and other
abstract concepts. This
developmental stage typically takes
place between the ages of 11 and
16, though the timing may vary
depending on the individual child's
progress.

• This phase enables the development

of scientific reasoning, enabling the
formulation of hypotheses and
abstract theories as necessary.
 EDUCATIONAL IMPLICATIONS OF PIAGET'S
COGNITIVE DEVELOPMENT THEORY

• Piaget believes that children • The primary responsibility of

must not be taught certain an instructor is to facilitate
concepts until reaching the learning, rather than engage
appropriate cognitive in direct teaching.
development stage.
ACCORDING TO MAIN [2],
EDUCATORS SHOULD IMPLEMENT
Emphasize the learning process
THE FOLLOWING STRATEGIES AND over the final outcome.
POTENTIAL ACTIVITIES THAT ARE
DESIGNED TO ALIGN WITH THE Employ active teaching
COGNITIVE ABILITIES OF PIAGET’S
THEORY:
methods that involve
reconstructing or rediscovering
"truths."
Create scenarios that present
Evaluate a child's
meaningful problems, fostering
developmental level to design
disequilibrium in children.
tasks that are suitable and
challenging.
Incorporate both individual and
collaborative activities.