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Vincent Mahilum

Jean Piaget proposed a theory of cognitive development with four stages. The sensorimotor stage occurs from birth to age 2 where babies develop object permanence. The preoperational stage from ages 2-7 involves symbolic thought and egocentrism. Concrete operational children from 7-11 can think logically and understand conservation. During formal operations from age 12 on, teenagers develop abstract thought and scientific reasoning. Piaget's stages may not fully describe cognitive development in children with disabilities like Down syndrome.

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JEAN PIAGETS THEORY OF COGNITIVE DEVELOPMENT By: Kayla Lane, Kelly McGrail, Cara Sisler, and Michael Herther
PIAGETS BEGINNINGS CHILD PRODIGY
Piaget was 10 years old when he published his first article on an albino sparrow (Littlefield Cook & Cook, 2005/2009, p. 152)
BINET LABORATORY Age 21: Piaget earns his PhD and heads off the work at the Binet laboratory with Theophile Simon and Alfred Binet There he learned many of the key ideas in his revolutionary theory of cognitive development (Littlefield Cook & Cook, 2005/2009, p. 152) BINET PIAGET
THEORY OF COGNITIVE DEVELOPMENT 4 Stages
STAGE 1: SENSORIMOTOR THOUGH (BIRTH-2 YEARS) Babies are stuck in the HERE AND NOW world they know the world only in terms of their own sensory input (what they see, smell, taste, touch, and hear) and their physical or motor actions on it (e.g. sucking, reaching, grasping) (Littlefield Cook & Cook, 2005/2009, p. 157)
Babies lack REPRESENTATIONAL THOUGHT or ability to think through the use of symbols CAN YOU THINK WITHOUT WORDS?? (Littlefield Cook & Cook, 2005/2009, p. 158)
NO! of course not! Thats why Piaget says babies cannot think! Evidence of representational thought emerges from the use of language and ObJeCt PeRmAnEnCe the fact that objects, events, or even people continue to exist when they are not in the infants direct line of sensory or motor action (Littlefield Cook & Cook, 2005/2009, p. 159) The understanding of object permanence marks the change into
PREOPERATIONAL THOUGHT Stage 2 (2-7 years)
PREOPERATIONAL THOUGHT IS CHARACTERIZED BY: Intuitive Though logic bases only on experiences Symbols in Egocentrism lack of conservation
SYMBOLS IN PLAY Symbolic play: use one object to stand for another Fantasy play: pretend to be something, or pretend activities that are impossible Make-believe play: use toys as props Can you hear me now? UP, UP, AND AWAY Rock a-by Baby (Littlefield Cook & Cook, 2005/2009, p. 162)
EGOCENTRICSM: childs inability to take in others perspective (Littlefield Cook & Cook, 2005/2009, p. 163)
THREE MOUNTAIN TEST Little Timmy sees the big mountain and Davie the Doll sees the smaller mountain Timmys egocentrism prevents him from seeing Davies perspective Timmy would draw the big mountain
CONSERVATION
ACCORDING TO THIS GUY: Operations = reversible mental actions Thus, the preoperational Stage is marked by childrens lack of conservation - concept that certain basic properties of an object (e.g. volume, mass, and weight) remain the same even if its physical appearance changes (Littlefield Cook & Cook, 2005/2009, p. 164)
FAMOUS CONSERVATION TEST Equal Amounts of H2O The FIRST step in the experiment is to show the child 2 cups with equal amount of water
STEP 2 Pour one cup into a tall, skinny cup and the other into a short, fat cup
STEP 3 a child would conclude that the tall skinny class had more water because the level of water was higher. THE UNDERSTANDING OF CONSERVATION PRINCIPLES SENDS THAT PRECIOUS LITTLE CHILD RIGHT INTO THE WORLD OF
CONCRETE OPERATIONAL THOUGHT Stage 3 (7-11 years)
Logic is still tied closely to concrete materials, contexts, and situations (Littlefield Cook & Cook, 2005/2009, p. 166) Characterized by: ytilibisreveR Logical abilities: class inclusion
REVERSIBILITY Relates to the CONSERVATION EXPERIMENT children in the concrete operational stage understand that if you reverse the action (pour the water back into the same size cups), then the water amount REMAINS THE SAME ITS LIKE MAGIC but not really. (Littlefield Cook & Cook, 2005/2009, p. 165)
LOGICAL ABILITIES: CLASS INCLUSION ARE THERE MORE DOGS OR ANIMALS?
Through understanding class inclusion, children in the concrete operational stage know that dogs belong to the larger CATEGORY of animals So they would answer: ANIMALS (Littlefield Cook & Cook, 2005/2009, p. 166)
FORMAL OPERATIONAL THOUGHT Stage 4 (age 12 and up) 5 important higher-level cognitive abilities
1. HYPOTHETICO-DEDUCTIVE REASONING ability to plan systematic tests to explore multiple variables HUH? IT MEANS SCIENTIFIC REASONING!!! (Littlefield Cook & Cook, 2005/2009, p. 167)
2. ABSTRACT THOUGHT Thought about things that are not real or tangible (Littlefield Cook & Cook, 2005/2009, p. 167)
3. SEPARATING REALITY FROM POSSIBILITY direction of thinking about reality and possibility reverses: reality is thought of as only one of many possible outcomes How things could be (Littlefield Cook & Cook, 2005/2009, p. 167)
4. COMBINATIONAL LOGIC Thinking about multiple aspects and combining them logically to solve problems
5. REFLECTIVE THINKING Thinking about your own thinking
WHAT IF A CHILD DOES NOT DEVELOP AS PIAGET EXPLAINED? IN MOST CASES, CHILDREN WITH COGNITIVE DISABILITIES DO NOT SUCCESSFULLY COMPLETE ALL OF PIAGETS STAGES OF COGNITIVE DEVELOPMENT
COGNITIVE DISABILITIES
DOWN SYNDROME (TRISOMY 21) IS A COMMON EXAMPLE OF A COGNITIVE DISABILITY
COMMON ASPECTS OF DOWN SYNDROME
(National Down Syndrome, 2011).
(National Down Syndrome, 2011).
FOR MORE INFORMATION ON PIAGET Berk, L.E.(2007). Development through the lifespan: Fourth Edition. Illinios: Pearson Education, Inc. Hall, C. E. Nordby, V.J. (1974). A guide to pyschologists and their concepts. San Fransico: Freeman and Company. Malott, R.W. Whaley,D.L.(1976). Pyschology. New York: Harper and Row, Publishers, Inc. Wadsworth, B.J.(1996). Piagets theory of cognitive and affective development: Fifth Ed. New York: Logman Publishers, U.S.A.
REFERENCES Littlefield Cook, J., & Cook, G. (2009). Cognitive development: Piagetian and sociocultural views. in Child development principles and perspectives (2nd ed., pp. 151-183). Boston : Pearson Education, Inc. (Original work published 2005) National down syndrome society - mental health issues and down syndrome. (2011). Retrieved November 30, 2011, from National Down Syndrome Society website:

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Funwiththeoriesproject 111206183512-phpapp02

  • 1. JEAN PIAGETS THEORY OF COGNITIVE DEVELOPMENT By: Kayla Lane, Kelly McGrail, Cara Sisler, and Michael Herther
  • 3. Piaget was 10 years old when he published his first article on an albino sparrow (Littlefield Cook & Cook, 2005/2009, p. 152)
  • 4. BINET LABORATORY Age 21: Piaget earns his PhD and heads off the work at the Binet laboratory with Theophile Simon and Alfred Binet There he learned many of the key ideas in his revolutionary theory of cognitive development (Littlefield Cook & Cook, 2005/2009, p. 152) BINET PIAGET
  • 6. STAGE 1: SENSORIMOTOR THOUGH (BIRTH-2 YEARS) Babies are stuck in the HERE AND NOW world they know the world only in terms of their own sensory input (what they see, smell, taste, touch, and hear) and their physical or motor actions on it (e.g. sucking, reaching, grasping) (Littlefield Cook & Cook, 2005/2009, p. 157)
  • 7. Babies lack REPRESENTATIONAL THOUGHT or ability to think through the use of symbols CAN YOU THINK WITHOUT WORDS?? (Littlefield Cook & Cook, 2005/2009, p. 158)
  • 8. NO! of course not! Thats why Piaget says babies cannot think! Evidence of representational thought emerges from the use of language and ObJeCt PeRmAnEnCe the fact that objects, events, or even people continue to exist when they are not in the infants direct line of sensory or motor action (Littlefield Cook & Cook, 2005/2009, p. 159) The understanding of object permanence marks the change into
  • 10. PREOPERATIONAL THOUGHT IS CHARACTERIZED BY: Intuitive Though logic bases only on experiences Symbols in Egocentrism lack of conservation
  • 11. SYMBOLS IN PLAY Symbolic play: use one object to stand for another Fantasy play: pretend to be something, or pretend activities that are impossible Make-believe play: use toys as props Can you hear me now? UP, UP, AND AWAY Rock a-by Baby (Littlefield Cook & Cook, 2005/2009, p. 162)
  • 12. EGOCENTRICSM: childs inability to take in others perspective (Littlefield Cook & Cook, 2005/2009, p. 163)
  • 13. THREE MOUNTAIN TEST Little Timmy sees the big mountain and Davie the Doll sees the smaller mountain Timmys egocentrism prevents him from seeing Davies perspective Timmy would draw the big mountain
  • 15. ACCORDING TO THIS GUY: Operations = reversible mental actions Thus, the preoperational Stage is marked by childrens lack of conservation - concept that certain basic properties of an object (e.g. volume, mass, and weight) remain the same even if its physical appearance changes (Littlefield Cook & Cook, 2005/2009, p. 164)
  • 16. FAMOUS CONSERVATION TEST Equal Amounts of H2O The FIRST step in the experiment is to show the child 2 cups with equal amount of water
  • 17. STEP 2 Pour one cup into a tall, skinny cup and the other into a short, fat cup
  • 18. STEP 3 a child would conclude that the tall skinny class had more water because the level of water was higher. THE UNDERSTANDING OF CONSERVATION PRINCIPLES SENDS THAT PRECIOUS LITTLE CHILD RIGHT INTO THE WORLD OF
  • 20. Logic is still tied closely to concrete materials, contexts, and situations (Littlefield Cook & Cook, 2005/2009, p. 166) Characterized by: ytilibisreveR Logical abilities: class inclusion
  • 21. REVERSIBILITY Relates to the CONSERVATION EXPERIMENT children in the concrete operational stage understand that if you reverse the action (pour the water back into the same size cups), then the water amount REMAINS THE SAME ITS LIKE MAGIC but not really. (Littlefield Cook & Cook, 2005/2009, p. 165)
  • 22. LOGICAL ABILITIES: CLASS INCLUSION ARE THERE MORE DOGS OR ANIMALS?
  • 23. Through understanding class inclusion, children in the concrete operational stage know that dogs belong to the larger CATEGORY of animals So they would answer: ANIMALS (Littlefield Cook & Cook, 2005/2009, p. 166)
  • 24. FORMAL OPERATIONAL THOUGHT Stage 4 (age 12 and up) 5 important higher-level cognitive abilities
  • 25. 1. HYPOTHETICO-DEDUCTIVE REASONING ability to plan systematic tests to explore multiple variables HUH? IT MEANS SCIENTIFIC REASONING!!! (Littlefield Cook & Cook, 2005/2009, p. 167)
  • 26. 2. ABSTRACT THOUGHT Thought about things that are not real or tangible (Littlefield Cook & Cook, 2005/2009, p. 167)
  • 27. 3. SEPARATING REALITY FROM POSSIBILITY direction of thinking about reality and possibility reverses: reality is thought of as only one of many possible outcomes How things could be (Littlefield Cook & Cook, 2005/2009, p. 167)
  • 28. 4. COMBINATIONAL LOGIC Thinking about multiple aspects and combining them logically to solve problems
  • 29. 5. REFLECTIVE THINKING Thinking about your own thinking
  • 30. WHAT IF A CHILD DOES NOT DEVELOP AS PIAGET EXPLAINED? IN MOST CASES, CHILDREN WITH COGNITIVE DISABILITIES DO NOT SUCCESSFULLY COMPLETE ALL OF PIAGETS STAGES OF COGNITIVE DEVELOPMENT
  • 32. DOWN SYNDROME (TRISOMY 21) IS A COMMON EXAMPLE OF A COGNITIVE DISABILITY
  • 36. FOR MORE INFORMATION ON PIAGET Berk, L.E.(2007). Development through the lifespan: Fourth Edition. Illinios: Pearson Education, Inc. Hall, C. E. Nordby, V.J. (1974). A guide to pyschologists and their concepts. San Fransico: Freeman and Company. Malott, R.W. Whaley,D.L.(1976). Pyschology. New York: Harper and Row, Publishers, Inc. Wadsworth, B.J.(1996). Piagets theory of cognitive and affective development: Fifth Ed. New York: Logman Publishers, U.S.A.
  • 37. REFERENCES Littlefield Cook, J., & Cook, G. (2009). Cognitive development: Piagetian and sociocultural views. in Child development principles and perspectives (2nd ed., pp. 151-183). Boston : Pearson Education, Inc. (Original work published 2005) National down syndrome society - mental health issues and down syndrome. (2011). Retrieved November 30, 2011, from National Down Syndrome Society website: