PIAGET'S STAGES OF C

OGNITIVE DEVELOPME
——

NT
"The principle goal of education
is to create men who are capabl
e of doing new things, not simpl
y of repeating what other genera
tions have done- men who are c
reative, inventive and discovere
rs."
 For sixty years , Jean Piaget conducte
d research on cognitive development.
His research method involved observin
g a small number of individuals as they
responded to cognitive tasks that he de
signed. These task were later known as
Piagetian tasks.
Piaget called his general theoritical fra
mework "genetic epistemo- logy" becau
se he was interested in how knowledge
developed in human organism.
BASIC COGNITIVE CONCEPTS

Schema- piaget used the term "schema" to refer

to the cognitive structure by which individuals
intellectually adapt to and organize their
environment.
Assimilation- this is the process
of fifting a new experience into an
existing or previously created
cognitive structure or schema.
Accomodation- this is the
process of creating a new
schema.

Equilibration- piaget believed

that people have the natural
need to understand how the
world works and to find other,
structure, and predictability in
their life.
Cognitive disequilibrium- there is a
discrepancy between what is
perceived and what is understood.

Cognitive development involves a

continous effort to adapt to the
environment in terms of assimilation
and accomodation.
PIAGET'S STAGES OF COGNITIVE
DEVELOPMENT

1. Sensori- motor stage-the first stage

correspond from birth to infancy

Object permanence- this is the ability of

the child to know that an object still
exists even when out of sight.
Stage 2. Pre- Operation stage-
the preoperational stage covers
from about two to seven years
old, roughly corresponding to
the pre school years.
Symbolic Function- this is the
ability to represents something
else.

Egocentrism- 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.
Centration - this refers to the
tendency of the child to only
focus on one aspect of a thing or
event and exclude other aspects.

Irreversibility- pre- operational

children still have the inability to
reverse their thinking.
Animism- this is the tendency of
children to attribute human like traits or
characteristics to inanimate objects.

Trans ductive reasoning- this refers to

the pre- operational child's type of
reasoning that is neither inductive nor
deductive.
Stage 3. Concrete-
operational stage- this stage
is characterized by the ability
of the child to think logically
but only in terms of concrete
objects.
Decenting- this rrfers to the ability of
the child to think logically but only in
terms of concrete objects.

Reversibility- during the stage of

concrete operations, the child can now
follow that certain operations can be
done in reverse.
Conservation- this is the ability to know
that certain properties of objects like
number, mass, volume, or are do not
change even if there is a change in
appearance.——

Seriation- this refers to the ability to

order or arrange things in a series based
on one dimension such as weight,
volume or size.
Stage 4.Formal Operation
stage- in the final stage of
formal operations covering
ages between 12 and 15
——

years, thinking becomes

more logical.
Hypothetical Reasoning- this is the ability to
come up with different hypothesis about a
problem and to gather and weight data in order
to make a final decision or judgement.
——
Analogical reasoning- this is the ability to
perceive the relationship in one instance and
then use that relationship to narrow down
possible answers in another similar stages or
problem.
Deductive Reasoning-
this is the ability to think
logically by applying a
——
general rule to a particular
instance or situation.
Thank you
——