Jean Piaget
By: Karen Guzman
Sensorimotor Stage
In the sensorimotor stage (Birth – 2 years), infants explore the environment using their sense and motor abilities. Early in the sensorimotor stage, infants do not yet have the capabilities to reflect and think about things, so learning is active and in the moment.
Object permanence – later in the sensorimotor stage infants acquire object permanence, which means they realize that objects continue to exist when they are removed from view
Trial and Error learning - infants manipulate objects in order to determine their properties
Goal-directed behavior – Infants behave with the intent to bring about a desired result
Symbolic thought - as infants progress in this stage, physical objects can be represented as mental entities
Object permanence – later in the sensorimotor stage infants acquire object permanence, which means they realize that objects continue to exist when they are removed from view
Trial and Error learning - infants manipulate objects in order to determine their properties
Goal-directed behavior – Infants behave with the intent to bring about a desired result
Symbolic thought - as infants progress in this stage, physical objects can be represented as mental entities
Pre-operational Stage
In the pre-operational stage (2 – 6 years), children make huge gains using symbolic thought and language. However, they do not reason as adults do. They think in a very egocentric manner and have trouble understanding the world from any other perspective than their own.
Language – Children rapidly acquire verbal skills in vocabulary and grammar structure and in later preoperational stage begin to learn these skills in writing
Intuitive thought – children exhibit some logical thinking but it is based more on hunches and intuition than reasoning skills
Pretend play – children play out and enact fanciful scenarios is a dramatic way with plots and roles (i.e., teacher, wizard, superhero).
Language – Children rapidly acquire verbal skills in vocabulary and grammar structure and in later preoperational stage begin to learn these skills in writing
Intuitive thought – children exhibit some logical thinking but it is based more on hunches and intuition than reasoning skills
Pretend play – children play out and enact fanciful scenarios is a dramatic way with plots and roles (i.e., teacher, wizard, superhero).
Concrete Operations State
In the concrete operations stage (6 – 11 years), children use fledging logic skills to interpret experiences and apply logical operations and principles. These skills are adult-like, but are limited to concrete, real-life scenarios.
Perspective distinction – Children develop an understanding that others’ thoughts, feelings, and views are different from their own
Class inclusion – children understand that objects can belong to multiple categories simultaneously
Conservation – Children realize that amount stay constant if nothing is added or taken away, even if the shape or arrangement is manipulated.
Perspective distinction – Children develop an understanding that others’ thoughts, feelings, and views are different from their own
Class inclusion – children understand that objects can belong to multiple categories simultaneously
Conservation – Children realize that amount stay constant if nothing is added or taken away, even if the shape or arrangement is manipulated.
Formal Operations Stage
In the formal operations stage (12 years +), adolescents develop logic skills that transcend concrete information. They think about abstract ideas, hypothetical thoughts and develop deductive reasoning skills.
Abstract reasoning - Adolescents develop the ability logical conclusions about situations that have no presence in their immediate physical reality
Separation and control variables – Adolescents learn to test hypothesis by controlling some variables and manipulating others
Proportional reasoning – Adolescents are able to understand fractions, decimals, percentages, and ratios
Idealism – Adolescents begin to envision alternatives to current political and social practices
Abstract reasoning - Adolescents develop the ability logical conclusions about situations that have no presence in their immediate physical reality
Separation and control variables – Adolescents learn to test hypothesis by controlling some variables and manipulating others
Proportional reasoning – Adolescents are able to understand fractions, decimals, percentages, and ratios
Idealism – Adolescents begin to envision alternatives to current political and social practices
References
Berger, S. (2005). The Developing Person Through Childhood and Adolescence : Instructor's ResourcesThe Developing Person Through Childhood and Adolescence : Instructor's Resources. Worth Publishers.
Learning theory and observations of cognitive stages of cognitive development: Jean Piaget. (n.d.). link: Piaget (educational theory). Retrieved June 27, 2014, from http://www.holisticeducator.com/piaget.htm
Polloni, A. (n.d.). Cognition- The Sensorimotor Stage. Everyday Language. Retrieved June 26, 2014, from http://everydaylanguage.qwriting.qc.cuny.edu/2014/03/21/cognition-the-sensorimotor-stage/
Learning theory and observations of cognitive stages of cognitive development: Jean Piaget. (n.d.). link: Piaget (educational theory). Retrieved June 27, 2014, from http://www.holisticeducator.com/piaget.htm
Polloni, A. (n.d.). Cognition- The Sensorimotor Stage. Everyday Language. Retrieved June 26, 2014, from http://everydaylanguage.qwriting.qc.cuny.edu/2014/03/21/cognition-the-sensorimotor-stage/