Jean Piaget’s
Cognitive Theory
of Development
Cognitive Theory of
Development
• This theory fueled other researches and
theories of development and learning.
• Its focus is on how individuals construct
knowledge.
BASIC
COGNITIVE
CONCEPTS
• SCHEMA
Basic Cognitive To refer to the cognitive structures by which
individuals intellectually adapt to and organize their
environment.
Concepts It is an individual’s way to understand or create
meaning about a thing or experience.
2. ASSIMILATION
Basic Cognitive
Concepts This is the process of fitting a new experience into an
existing or previously created cognitive structure or
schema.
3. ACCOMMODATION
Basic Cognitive
Concepts This is the process of creating a new schema.
4.
EQUILIBRATION
Basic Cognitive Equilibration is achieving proper balance between
assimilation and accommodation.
Concepts Cognitive disequilibrium- our experience do not
match our schemata or cognitive structures.
Piaget’s Stages of
Cognitive Development
Stage 1: Sensori-motor Stage
birth to infancy
This is the stage when a child who is initially
reflective in grasping, sucking and reaching becomes
more organized in his movement and activity.
Object permanence: This is the ability of the child to know that an object still exists
even when out of sight.
Stage 2: Pre-Operational Stage
two to seven years old
(preschool years)
Intelligence at this stage is intuitive in nature.
The child can now make mental representations and is able to pretend, the
child is now ever closer to the use of symbols.
Symbolic Function
The ability to represent objects and events.
A symbol is a thing that represents something else.
Stage 2.
Pre-Operational
Stage
Symbolic Function
The ability to represent objects and events.
A symbol is a thing that 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
point of view.
The child cannot take the perspective of others.
Stage 2.
Pre-Operational
Stage
Symbolic Function
The ability to represent objects and events.
A symbol is a thing that 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
point of view.
The child cannot take the perspective of others.
Stage 2.
Centration
Pre-Operational This refers to the tendency of the child to only focus
Stage on one aspect of a thing or event and exclude other
aspects.
Irreversibility
Pre-operational children still have the inability to
reverse their thinking.
Stage 2.
Pre-Operational
Stage
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.
Stage 2.
Pre-Operational
Stage
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.
Transductive reasoning
Stage 2.
This refers to the pre-operational child’s type of
Pre-Operational reasoning that is neither inductive nor deductive.
Stage
Stage 3: Concrete-Operational Stage
eight to eleven years old
(elementary school years)
This stage is characterized by the ability of the child to think
logically but only in terms of concrete objects.
Decentering
This refers to the ability of the child to
perceive the different features of objects
and situations.
Stage 3.
Concrete-Operational
Stage
Decentering
This refers to the ability of the child to perceive the
different features of objects and situations.
Reversibility
The child can now follow that certain
operations can be done in reverse.
Stage 3.
Concrete-Operational
Stage
Decentering
This refers to the ability of the child to perceive the
different features of objects and situations.
Reversibility
The child can now follow that certain operations can
be done in reverse.
Conservation
Stage 3.
This is the ability to know that certain
Concrete-Operational properties of objects like number, mass,
Stage volume, or area 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 3.
Concrete-Operational
Stage
Stage 4: Formal Operation Stage
twelve to fifteen years old
Thinking becomes more logical.
They can now solve abstract problems and can hypothesize.
Hypothetical Reasoning
This is the ability to come up with
different hypothesis about problem
and to gather and weigh data in order
to make a final decision or judgment.
This can be done in the absence of
concrete objects.
Stage 4. The individuals can now deal with
“What if” questions.
Formal Operational
Stage
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 situation or prblem.
Stage 4.
Formal Operational
Stage
Deductive Reasoning
This is the ability to think logically by
applying a general rule to a particular instance
or situation.
From Piaget’s findings and comprehensive
theory, we can derive the following
ptinciples:
• Children will provide different
Stage 4. expanations of reality at diferent stages of
cognitive development.
Formal Operational
Stage
Deductive Reasoning
2. Cognitive development is facilitated by
providing activities or situations that engage
learners and require adaptation.
3. Learning materials and activities should involve
the appropriate level of motor or mental operations
for a child of given age; avoid asking students to
perform tasks that are beyond their current
cognitive capabilities.
Stage 4.
4. Use teaching methods that actively involve
Formal Operational students and present challenges.
Stage
