Piaget Stages Of Development – One of the most famous theories for explaining child development was developed by Jean Piaget. In this paper, we examine the foundations of his theory of cognitive development.
If you have ever looked after children, worked with children, or looked after children, you have probably seen times when you have noticed that a child does not understand simple things. When you are playing with the child, it is as if he does not know where you have been. When you try to reason with the child, it seems that he does not understand what happened and even though he wants to eat alone, his brother needs to eat too.
Piaget Stages Of Development
Besides making for funny moments of misunderstanding, these situations show how much time a child has in intellectual development. There are theories that children’s skills are developing as they grow.
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Jean Piaget was a Swiss psychologist who traveled to France to study children and intelligence. While parenting and raising her three children, she noticed that the children often had the same wrong questions or did not understand the same concepts at the time.
He developed a concept that goes through different stages to fulfill the mental development of children.
According to Piaget, children must go through four stages to reach full human intelligence. These four steps are:
If you want to remember the sequence of these four steps, use this mnemonic tool: “Some people can’t concentrate.”
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This is the first step in the theory of intellectual development. It starts from birth and continues until the age of 2. During this period, babies use their minds to develop schemas, concepts that I will explain later, to explore the world around them. Piaget divides the sensorimotor stages into six stages. The first small step is to improve the digestive system that helps the baby survive on food. By the sixth grade, the baby has started to try different actions to get a response or a feeling. They can shake, shake, or throw them around the room to see what the results of these actions are.
At this stage, the child develops something permanent. When children are born, they do not understand that there is more than what they can see and hear. As they grow up, they realize that even though their mother has left the room, their mother is still there.
The second stage of cognitive development, the first stage, takes place between the ages of 2 and 7. This is also called the “early childhood process”. Although the child has realized that there is more than what can be seen and heard, it is still limited to understand things from their perspective. This is called egocentrism. As the child progresses through the pre-operational stage, the child begins to use imaginative and presuppositional play to escape from stereotypes. They may begin to see things differently. Although Piaget thought that this development occurred at the age of 7, other psychologists concluded that egocentrism ends at the age of 3-5.
At this time, children’s language also begins to develop. They use symbols to connect letters to words and sounds. Therefore, children start learning from the age of 2.
Piaget’s Concrete Operational Stage Of Development
During this activity, children also learn to combine different methods to solve problems and understand the world around them. In the early stages of primary school, children are able to understand safety. For example, they do not understand that the same liquid can be stored in two containers of different types. It can be said that a tall, thin glass holds more liquid than a short, wide glass of the same size.
When children reach the age of 6 or 7, they enter the stage of using Concrete. They can begin to use logic to solve problems and reach conclusions. Children have limits
Thinking about this moment. For example, if they see 10 dogs and all 10 dogs in the summer, they may decide that all the dogs will poop in the summer.
During this activity, children can understand the concept of nature conservation. They also begin to understand Deduplication and Deduplication. Return works well with Security. Children between the ages of 7 and 12 begin to understand that if you break a ball of clay, it will be the same as before. On the other hand, the child begins to understand that smashing clay balls is not productive. They can return the ball or him
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This knowledge greatly contributes to a child’s ability to understand the world around him and solve problems. But they are still weak and there is another stage in their mental development.
The last and final stage of Piaget’s theory of cognitive development does not end when a child enters adolescence or even adulthood. When a child is 11 or 12 years old, they enter the working age. This period lasts their whole life.
This stage of functioning is when the child begins to use abstract thinking and visual perception to solve problems. They can think outside the rules of the world and use more than just trial and error to solve problems.
At this time. Not only can they begin to use mental states to solve problems and solve complex problems, but they can also rethink their own ways of thinking.
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So these are the four stages described by Piaget in his book Developmental Development. As a child moves through each of these four stages, Piaget believes they “collect” information, and acquire that knowledge. These are called
An example of a social strategy would be the idea that you should look at him when you talk to him. (Someone raised in a different culture may come up with a different strategy – that’s you
Look at people when you talk to them.) Personality includes information about yourself, such as that you have two legs and two arms. You may have other plans as you go along. Learning how to solve problems and figure out what a cycle is in the first place is a cycle!
As I said before, we get new ideas, but we also change this idea as we get new information and ways of thinking. These two methods are called
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Assimilation is the process of adjusting your schema to allow for new information or conflicts. You will also learn where and how to store the data you have.
Technology is a good example of how we get new information. You may have seen computer speech while playing with a typewriter. You learned how to place your finger on the keys and make sure that pressing each letter brings up the letter on the page.
As technology advances and you grow, you are introduced to new tools such as Microsoft Word. You still put your finger on the same keys and see the letters appear on the screen, but you also learned how to save, print, copy and paste the letters you typed.
As technology advances and your need to use word processing techniques improves, you will develop the skills and information you need to complete your work. Your original word processing plan was not found to be “wrong” only by the new information that was spread to it.
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Or modifying existing plans to accommodate new data. New features may be introduced during this process.
An example of this is how children study animals. When they see a gorilla, they can see a hairy primate and add the “gorilla” feature. But not all hairy apes are gorillas. When learning new information, the child makes projects of “baboon”, “chimpanzee” and “orangutan”. New designs are being developed for other animals. The concept of what a gorilla is must be changed to what it ultimately is.
This process can also happen if children have learned the wrong information. For example, children who grow up with dysfunctional parents may change their view of how the world works. If they grow up they believe they are a group of people
Assimilation and accommodation are the two main ways of learning. You can’t expand your worldview without opening up to new information and creating new ideas. But which one is more important?
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Piaget believed that a balance of acceptance and accommodation is necessary for cognitive development. Children benefit greatly if they can provide opportunities for new information without changing their existing plans.
Once you start learning more about the different stages of cognitive development, you can start using activities that support your child’s development. You can encourage play to develop a child’s understanding of symbols. You can give them puzzles that will help them improve their knowledge
