ERICSON OLARIO ALIETO

Doctor of Philosophy in Applied Linguistics

Professor 2
Western Mindanao State University
ericson.alieto@wmsu.edu.ph
Jean Piaget
was a Swiss psychologist known for his
groundbreaking work in the field of developmental
psychology. He is best known for his theory of
cognitive development, which outlines how
children's thinking abilities evolve over time.

Piaget's theory is considered one of the most

influential theories of cognitive development and has
had a significant impact on education and psychology
Piaget's theory is organized into four stages of cognitive
development, each characterized by distinct cognitive abilities
and ways of thinking:

Sensorimotor Stage (Birth to 2 years)

Preoperational Stage (2 to 7 years)
Concrete Operational Stage (7 to 11 years)
Formal Operational Stage (11 years and beyond)

(SePCoF)
Sensorimotor Stage (Birth to 2 years)

During the sensorimotor stage, infants and young children are

primarily focused on exploring and understanding the world
through their senses and actions. They begin to grasp the concept of
cause and effect as they realize that their actions can produce
specific outcomes.

Key features of this stage include:

• Object Permanence
• Stranger Anxiety
• Early Problem-Solving
Object Permanence
One of the most important accomplishments of this stage is
the development of object permanence. Initially, infants
believe that objects cease to exist when they are out of sight.
However, as they approach 8 to 12 months of age, they
begin to understand that objects continue to exist even
when they are not directly visible.
Stranger Anxiety
Infants during this stage may exhibit a fear of
unfamiliar people, which is known as stranger
anxiety. This arises as they develop a strong
attachment to their primary caregivers.
Early Problem-Solving
Infants display basic problem-solving skills
by repeating actions that lead to interesting
outcomes. They begin to develop
rudimentary forms of goal-directed
behavior.
Preoperational Stage (2 to 7 years):
The preoperational stage is characterized by significant
development in language and symbolic thinking. Children
engage in imaginative play and are able to use symbols, such
as words and images, to represent objects and concepts.
However, their thinking is still limited in several ways:

Egocentrism
Centration
Animism
Egocentrism
Children in this stage have difficulty understanding
that other people may have different perspectives or
viewpoints. They tend to assume that others see the
world exactly as they do.
Centration
Children often focus on only one aspect of a situation and
neglect other important dimensions. This leads to
challenges in understanding concepts like conservation,
where they may believe that changing the appearance of an
object changes its fundamental properties.
Animism
Children sometimes attribute human-like
qualities to inanimate objects. For example,
they might believe that the sun is "happy" when
it's shining.
Concrete Operational Stage (7 to 11 years):

During the concrete operational stage, children's thinking becomes

more logical and organized, but it is still tied to concrete experiences
and objects. They develop the ability to understand concepts of
conservation and engage in more systematic reasoning. Key features
of this stage include:

Conservation
Reversibility
Concrete Problem-Solving
Conservation
Children start to understand that changing the appearance
of an object (such as pouring liquid from one container to
another) doesn't change its quantity. They grasp the idea
that certain properties remain constant even when the
outward appearance changes.
Reversibility:
Children become capable of mentally undoing
actions. For instance, they can understand that
if a ball of clay is flattened into a pancake
shape, it can be reshaped back into a ball.
Concrete Problem-Solving
Children can solve problems that involve
concrete objects and situations. They can
engage in basic logical reasoning and
comprehend simple mathematical operations.
Formal Operational Stage (11 years and beyond):
In the formal operational stage, individuals attain the
ability for abstract and hypothetical thinking. They
can think about concepts that are not necessarily tied
to concrete experiences and can engage in advanced
problem-solving. Key features of this stage include:

Abstract Thinking
Hypothetical Reasoning
Deductive Logic
Abstract Thinking
Adolescents and adults in this stage can think
about concepts that are not directly tied to their
immediate surroundings. They can ponder
philosophical questions, engage in moral
reasoning, and discuss complex ideas.
Hypothetical Reasoning

Individuals can contemplate and reason

about hypothetical situations, considering
"what if" scenarios. This type of thinking is
essential for scientific reasoning and
advanced problem-solving.
Deductive Logic
People in this stage can engage in
deductive reasoning, starting from general
principles and applying them to specific
situations. They can also evaluate the
validity of arguments based on logical
rules.
 Identify the stage

A teenager debates the pros

and cons of a controversial
social issue and considers
multiple perspectives.
 Identify the stage

A child believes that if they

close their eyes, others can't
see them either.
 Identify the stage

A student successfully
divides a pizza into equal
slices for their friends during
a party.
 Identify the stage

A baby plays peek-a-boo and

reacts with surprise when a
caregiver covers their face and
then reveals it.
Answer
•Sensorimotor: A baby plays peek-a-boo and reacts with surprise when a caregiver covers their face and
then reveals it.
•Preoperational: A child believes that if they close their eyes, others can't see them either.
•Concrete Operational: A student successfully divides a pizza into equal slices for their friends during a
party.
•Formal Operational: A teenager debates the pros and cons of a controversial social issue and considers
multiple perspectives.