Stages of Child Cognitive Development Jean Piaget Stages of Child Cognitive Development

Piaget’s Background Piaget saw children as “budding scientists” Originally worked on standardization of IQ test He was intrigued by the children’s incorrect responses Identified stages of thinking that children go through as they develop

An important part of our thinking involves: Schemas = concepts or “mental molds” into which we pour our experiences Assimilation = taking in new information and plugging it into our existing schemas Accommodation = adjusting / modifying our schemas to fit the details of our new experiences

What is your schema of a cat? Small and furry Short pointy ears Long tail Cute and cuddly What other information might you assimilate into your schema? Claws “meow” Purr

If you saw these animals and were told that they are also cats, how would you modify your schema to accommodate the new experience?

Because of schemas, assimilation, and accommodation, you have developed clear categories or concepts.

Piaget’s Stages of Cognitive Development

SENSORIMOTOR STAGE Birth – 2 years Behavioral Characteristics: Lack of language Separation anxiety Exploration of the environment Coordinating senses with motor activity Object permanence NOT apparent until later in this stage Language as the primary means of communication marks the end of this stage

Separation Anxiety Object Permanence

PREOPERATIONAL STAGE 2-7 years Behavioral Characteristics: Object permanence fully developed Lack of conservation skills “magical” thinking

Lack of conservation skills How old are children in the preoperational level? How might you demonstrate a lack of conservation using volume? What does it mean that preoperational children are “seduced by appearances”?

Egocentrism – Thinking Centered on Self Sample Question Typical Answer Why does it get dark at night? So I can go to sleep. Why is the grass green? Because that’s my favorite color. Why is there snow? For me to play in. Why does the sun shine? To keep me warm.

With a Partner Give an example of egocentrism in preoperational children. Then share with your partner a time when you recently experienced Egocentrism yourself.

Animism – Attributing Life to Inanimate Objects Sample Question Typical Answer Why do trees have leaves? To keep them warm. Why do stars twinkle? Because they are happy. Where do boats go at night? They sleep like we do. Why does the sun move in the sky? To follow children and hear what they say.

Artificialism – Assuming that natural events have been fashioned by people Sample Question Typical Answer What makes it rain? Someone turned the water hose on. Why is the sky blue? My mommy painted it that way. What causes thunder? The angels are bowling.

CONCRETE OPERATIONS STAGE 7-11 years Behavioral Characteristics: Conservation skills Reversibility Decentering Hands-on activities necessary for thinking

Concrete Reversibility

Examples of Hands-On Activities

FORMAL OPERATIONS STAGE 11 years and over Behavioral Characteristics Mental trial and error Hypothetical analysis Logical Thinking Use of abstract reasoning

Deductive Reasoning What stage are each of the children in? What were the reasons they gave for their answers?

What are the criticisms of Piaget? Some people never reach the formal operation stage of thinking People reach these stages at different ages Some scientists give children more credit for their ability to think than Piaget did Most scientists agree that Piaget’s work is still worthy of studying.

The End 

Piaget’s Cog. Theory Project Directions: Divide your poster paper into 4 sections Each section should have a label; Sensorimotor stage, preoperational stage, Concrete operational stage and Formal operational stage. Create a drawing in each section that depicts a child representing that developmental stage. Use your book and notes to help you. Be creative: use markers, crayons and colored pencils. We will present these posters in class, so be ready to explain your drawings and how they represent each stage. Each member in your group must participate for full credit. Total possible marks 25 (5 for each stage and 5 for overall)