1. Cognitive Development
PIAGET
Cognitive Development

2. Piaget’s Theory of Learning
ASSIMILATION
The child constructs a theory or schema
EQUILIBRMUM
The child’s experiences to date seem to fit the schema (everything balances)
DISEQUILIBRIUM
An experience occurs that casts doubt on the effectiveness of the schema (things don’t add up anymore
ACCOMODATION
The child changes the original schema to fit the new experience or piece of information

3. STAGE Features Sensorimotor
Children learn from sensing things in the world around them and from their movements.
Development of object permanence
Development of symbolic function (child begins to use symbols e.g. language
Pre-Operational
Child uses symbols in play and thought
Egocentrism
Centration
Animism
Inability to conserve
Concrete Operations
Ability to conserve
Children begin to solve mental problems using practical supports such as counters and objects.
Formal Operations
Ability to think and manipulate ideas abstractly, e.g. calculate without the need for counters
Start of deductive logic

4. Keywords in Pre-Operational Stage
General symbolic function- ability to use symbols through language and numbers.
Egocentrism- only being able to view things from your own perspective.
Centration- being able to classify objects according to one attribute e.g. size, height, colour etc.
Animism- believing that because we have feelings so do objects and animals.
Conservation- understanding that things remain the same even though their appearance may change (ice, water, bubbling water)

5. Piaget’s Theory of Cognitive Development
Summary: Piaget suggested that children learn in stages. He referred to children as ‘active learners’ believing that children construct their own ideas about the world around them based on their experiences.
How the theory could influence practice
How to apply the theory to practice
To recognise that children learn at their own pace
To provide plenty of opportunities for play and exploration so that children can develop their own thinking
Provide opportunities for children to explore a range of materials, particularly those that lend themselves to concepts, e.g. sand, water, dough
Provide role play opportunities as children use this to act out their own experiences
Do not mock children…lots of statements that sound funny to us are very logical to them
Be aware of children’s stage of development in respect of their ability to conserve as this is a requirement before children can have the ability to explore number work.