PIAGET'S LIFE

AND WORK

By: Alexis Ricardo Alejandre Carrillo

 Biography
Full name: Jean Piaget
Birth date: August 9, 1886
Birthplace: Switzerland
Death date: September 16, 1980
Degrees:
• Ph.D., Natural Science (1918),
University of Neuchatel
• Ph.D. psychology at the University of
Zurich
• Ph.D. in abnormal psychology at the
Sorbonne in Paris.
Subjects Of Study
• ·Child development
• ·Concrete operational stage
• ·Developmental psychology
• ·Formal operational stage
• ·Preoperational stage
• ·Sensorimotor stage
• ·Knowledge
Death and Legacy
Piaget's major contributions include his theory of cognitive development, research on
object permanence and conservation, exploration of egocentrism, and the concept of
genetic epistemology. He significantly influenced the fields of child psychology,
developmental psychology, and education.

Piaget was the recipient of an array of honorary degrees and accolades, including the
prestigious Erasmus (1972) and Balzan for Social and Political Sciences (1979) prizes.
Author of more than 50 books and hundreds of papers

Piaget summed up his passion for the ongoing pursuit of scientific knowledge with these words:
"The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever
changed and, in many instances, more rapidly."
Components of Piaget's cognitive theory:
Schemas
Piaget claimed that knowledge cannot simply emerge from sensory experience; some initial structure is necessary to
make sense of the world. According to Piaget, children are born with a very basic mental structure (genetically
inherited and evolved) on which all subsequent learning and knowledge are based.

A schema can be defined as a set of linked mental

representations of the world that we use both to
understand and to respond to situations. The
assumption is that we store these mental
representations and apply them when needed.

In more simple terms, Piaget called the schema the

basic building block of intelligent behavior—a way of
organizing knowledge. Indeed, it is useful to think of
schemas as "units" of knowledge, each relating to one
aspect of the world, including objects, actions, and
abstract (i.e., theoretical) concepts.
Adaptation processes
Piaget argued that cognitive and intellectual development happens through a process of adaptation. That is, children
learn by adjusting to the world. They do this through assimilation, accommodation and equilibration.

• Assimilation is when a child applies an existing scheme to a new experience or object.

• Where an existing schema doesn't fit the situation or experience, the child needs to take a different
approach. This is called accommodation.
• Piaget believed that through assimilation, children find order in the world. When they can use their
existing schemas to organize new information, they are in equilibrium. However, when the new
information can't be organized into an existing schema, they find themselves in disequilibrium.
 Piaget's Stages Of Development
Jean Piaget’s theory of cognitive development suggests that children move through four different stages of
intellectual development, which reflect the increasing sophistication of their thought.
Each child goes through the stages in the same order, and child development is determined by biological maturation and
interaction with the environment. At each stage of development, the child’s thinking is qualitatively different from the
other stages; that is, each stage involves a different type of intelligence.
Piaget's Stages Of Development
 How do you apply this knowledge in the
classroom?
Within the classroom learning should be student-centered and accomplished through active
discovery learning. The role of the teacher is to facilitate learning, rather than direct tuition.
Because Piaget’s theory is based upon biological maturation and stages, the notion of
“readiness” is important. Readiness concerns when certain information or concepts should be
taught.
According to Piaget’s theory, children should not be taught certain concepts until they have
reached the appropriate stage of cognitive development.
 Conclusion
In conclusion, Jean Piaget's theories hold immense importance in the classroom.
His insights into cognitive development, active learning, constructivism, and
individual differences provide valuable guidance for educators. By
understanding Piaget's stages of development, teachers can tailor their
instruction to suit the needs of students at different cognitive levels. The
emphasis on active learning encourages hands-on activities and problem-solving,
fostering engagement and critical thinking skills. Piaget's constructivist approach
highlights the role of students in constructing their own knowledge, enabling
deeper understanding.

Furthermore, acknowledging individual differences allows for differentiated

instruction, catering to diverse learning styles and abilities. Implementing
Piaget's theories in the classroom enhances the learning experience, promotes
meaningful engagement, and supports the overall cognitive growth of students.
Bibliography
• Jean Piaget. (2023, March 7). Biography.
https://www.biography.com/scientists/jean-piaget
• Jean Piaget Biography - life, childhood, children, parents,
history, young, son, information, born. (n.d.).
https://www.notablebiographies.com/Pe-Pu/Piaget-Jean.html
• Mcleod, S., PhD. (2023). Jean Piaget’s Stages of Cognitive
Development & Theory. Simply Psychology.
https://www.simplypsychology.org/piaget.html#How-Piaget-
Developed-the-Theory
• MSEd, K. C. (2022). Jean Piaget Biography (1896-1980).
Verywell Mind. https://www.verywellmind.com/jean-piaget-
biography-1896-1980-2795549#toc-piagets-career-and-
theories
• Wikipedia contributors. (2023). Jean Piaget. Wikipedia.
https://en.wikipedia.org/wiki/Jean_Piaget#