Jean Piaget (1896 - 1980) was employed at the Binet

Institute in the 1920s, where his job was to develop

French versions of questions on English intelligence
tests.

He became intrigued with the reasons children gave for

their wrong answers to the questions that required
logical thinking. He believed that these incorrect
answers revealed important differences between the
thinking of adults and children.

Piaget (1936) described his work as genetic

epistemology (i.e. the origins of thinking). Genetics is
the scientific study of where things come from (their
origins). Epistemology is concerned with the basic
categories of thinking, that is to say, the framework or
structural properties of intelligence. What Piaget wanted
to do was not to measure how well children could count,
spell or solve problems as a way of grading their I.Q.
What he was more interested in was the way in which
fundamental concepts like the very idea of “number”,
“time” “quantity”, “causality”, “justice” and so on
emerged.

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Piaget (1936) was the first psychologist to make a
systematic study of cognitive development. His
contributions include a theory of child cognitive
development, detailed observational studies of cognition
in children, and a series of simple but ingenious tests to
reveal different cognitive abilities.

Before Piaget’s work, the common assumption in

psychology was that children are merely less competent
thinkers than adults. Piaget showed that young children
think in strikingly different ways compared to adults.

According to Piaget, children are born with a very basic

mental structure (genetically inherited and evolved) on
which all subsequent learning and knowledge is based.

Piaget's Theory Differs From Others In Several Ways:

o It is concerned with children, rather than all

learners.
 o It focuses on development, rather than learning
per se, so it does not address learning of information
or specific behaviors.

o It proposes discrete stages of development,

marked by qualitative differences, rather than a
gradual increase in number and complexity of
behaviors, concepts, ideas, etc.

The goal of the theory is to explain the mechanisms and

processes by which the infant, and then the child,
develops into an individual who can reason and think
using hypotheses.

To Piaget, cognitive development was a progressive

reorganization of mental processes as a result of
biological maturation and environmental experience.
Children construct an understanding of the world around
them, then experience discrepancies between what they
already know and what they discover in their
environment.
There Are Three Basic Components To Piaget's Cognitive Theory:

1. Schemas

(building blocks of knowledge).

2. Adaptation processes that enable the transition from

one stage to another (equilibrium,assimilation and
accommodation).

3. Stages of Development:

 sensorimotor,
 preoperational,
 concrete operational,
 formal operational.

Schemas
Piaget (1952) defined a schema as 'a cohesive,
repeatable action sequence possessing component
actions that are tightly interconnected and governed by
a core meaning'.
In more simple terms Piaget called the schema the basic
building block of intelligent behavior – a way of
organizing knowledge. Indeed, it is useful to think of
schemas as “units” of knowledge, each relating to one
aspect of the world, including objects, actions and
abstract (i.e. theoretical) concepts.

Wadsworth (2004) suggests that schemata (the plural of

schema) be thought of as 'index cards' filed in the brain,
each one telling an individual how to react to incoming
stimuli or information.

When Piaget talked about the development of a person's

mental processes, he was referring to increases in the
number and complexity of the schemata that a person
had learned.

When a child's existing schemas are capable of

explaining what it can perceive around it, it is said to be
in a state of equilibrium, i.e. a state of cognitive (i.e.
mental) balance.
Piaget emphasized the importance of schemas in
cognitive development, and described how they were
developed or acquired. A schema can be defined as a set
of linked mental representations of the world, which we
use both to understand and to respond to situations. The
assumption is that we store these mental representations
and apply them when needed.

For example, a person might have a schema about

buying a meal in a restaurant. The schema is a stored
form of the pattern of behavior which includes looking
at a menu, ordering food, eating it and paying the bill.
This is an example of a type of schema called a 'script'.
Whenever they are in a restaurant, they retrieve this
schema from memory and apply it to the situation.

The schemas Piaget described tend to be simpler than

this - especially those used by infants. He described how
- as a child gets older - his or her schemas become more
numerous and elaborate.
Piaget believed that newborn babies have a small
number of innate schemas - even before they have had
much opportunity to experience the world. These
neonatal schemas are the cognitive structures underlying
innate reflexes. These reflexes are genetically
programmed into us.

For example, babies have a sucking reflex, which is

triggered by something touching the baby's lips. A baby
will suck a nipple, a comforter (dummy), or a person's
finger. Piaget therefore assumed that the baby has a
'sucking schema'.

Similarly the grasping reflex which is elicited when

something touches the palm of a baby's hand, or the
rooting reflex, in which a baby will turn its head towards
something which touches its cheek, were assumed to
result operations: for example shaking a rattle would be
the combination of two schemas, grasping and shaking.
Stages of Development
A child's cognitive development is about a child
developing or constructing a mental model of the world.

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Imagine what it would be like if you did not have a

mental model of your world. It would mean that you
would not be able to make so much use of information
from your past experience, or to plan future actions.

Jean Piaget was interested both in how children learnt

and in how they thought.

Piaget believed that children think differently than

adults, and stated they go through 4 universal stages of
cognitive development. Development is therefore
biologically based and changes as the child matures.
Cognition therefore develops in all children in the same
sequence of stages.
Sensorimotor Stage

This is the first of the four stages in cognitive

development. It extends from birth to approximately

2 years, and is a period of rapid cognitive growth.

Preoperational Stage

This is the second stage which last from 2yrs - 7yrs

of age. During this stage, young children are able to

think about things symbolically.

Concrete Operational Stage

Piaget considered the concrete stage a major turning

point in the child's cognitive development, because it

marks the beginning of logical or operational

thought.

Formal Operational Stage

The formal operational stage begins at approximately

age eleven and lasts into adulthood. During this time,

people develop the ability to think about abstract

concepts.
Each child goes through the stages in the same order,
and no stage can be missed out - although some
individuals may never attain the later stages. There are
individual differences in the rate at which children
progress through stages.

Piaget did not claim that a particular stage was reached

at a certain age - although descriptions of the stages
often include an indication of the age at which the
average child would reach each stage.

Piaget (1952) believed that these stages are universal -

i.e. that the same sequence of development occurs in
children all over the world, whatever their culture.

Educational Implications
Piaget (1952) did not explicitly relate his theory to
education, although later researchers have explained
how features of Piaget's theory can be applied to
teaching and learning.
Piaget has been extremely influential in developing
educational policy and teaching practice. For example, a
review of primary education by the UK government in
1966 was based strongly on Piaget’s theory. The result
of this review led to the publication of the Plowden
report (1967).

Discovery learning – the idea that children learn best

through doing and actively exploring - was seen as
central to the transformation of the primary school
curriculum.

'The report's recurring themes are individual learning,

flexibility in the curriculum, the centrality of play in
children's learning, the use of the environment, learning
by discovery and the importance of the evaluation of
children's progress - teachers should 'not assume that
only what is measurable is valuable.'

Because Piaget's theory is based upon biological

maturation and stages, the notion of 'readiness' is
important. Readiness concerns when certain information
or concepts should be taught. According to Piaget's
theory children should not be taught certain concepts
until they have reached the appropriate stage of
cognitive development.

According to Piaget (1958), assimilation and

accommodation require an active learner, not a passive
one, because problem-solving skills cannot be taught,
they must be discovered.

Within the classroom learning should be student centred

a accomplished through active discovery learning. The
role of the teacher is to facilitate learning, rather than
direct tuition. Therefore, teachers should encourage the
following within the classroom:
o Focus on the process of learning, rather than the
end product of it.
o Using active methods that require rediscovering or
reconstructing "truths".
o Using collaborative, as well as individual activities
(so children can learn from each other).
o Devising situations that present useful problems,
and create disequilibrium in the child.
o Evaluate the level of the child's development, so
suitable tasks can be set.

Stage Characterised by Sensori-motor

(Birth-2 yrs) Differentiates self from objects
Recognises self as agent of action and begins to act intentionally: e.g.
pulls a string to set mobile in motion or shakes a rattle to make a noise

Achieves object permanence: realises that things continue to exist even

when no longer present to the sense (pace Bishop Berkeley)

Pre-operational
(2-7 years) Learns to use language and to represent objects by images
and words

Thinking is still egocentric: has difficulty taking the viewpoint of others

Classifies objects by a single feature: e.g. groups together all the red
blocks regardless of shape or all the square blocks regardless of colour

Concrete operational
(7-11 years) Can think logically about objects and events

Achieves conservation of number (age 6), mass (age 7), and weight (age
9)

Classifies objects according to several features and can order them in

series along a single dimension such as size.

Formal operational
(11 years and up) Can think logically about abstract propositions and test
hypotheses systemtically

Becomes concerned with the hypothetical, the future, and ideological

problems

Piaget's Key Ideas

Adaptation What it says: adapting to the world through assimilation

 and accommodation
Assimilation The process by which a person takes material into their
mind from the environment, which may mean changing
the evidence of their senses to make it fit.
Accommodation The difference made to one's mind or concepts by the
process of assimilation.
Note that assimilation and accommodation go together:
you can't have one without the other.
Classification The ability to group objects together on the basis of
common features.
Class Inclusion The understanding, more advanced than simple
classification, that some classes or sets of objects are
also sub-sets of a larger class. (E.g. there is a class of
objects called dogs. There is also a class called animals.
But all dogs are also animals, so the class of animals
includes that of dogs)
Conservation The realisation that objects or sets of objects stay the
same even when they are changed about or made to
look different.
Decentration The ability to move away from one system of
classification to another one as appropriate.
Egocentrism The belief that you are the centre of the universe and
everything revolves around you: the corresponding
inability to see the world as someone else does and
adapt to it. Not moral "selfishness", just an early stage
of psychological development.
Operation The process of working something out in your head.
Young children (in the sensorimotor and pre-operational
stages) have to act, and try things out in the real world,
to work things out (like count on fingers): older children
and adults can do more in their heads.
Schema (or The representation in the mind of a set of perceptions,
scheme) ideas, and/or actions, which go together.
Stage A period in a child's development in which he or she is
capable of understanding some things but not others
 Language Development

There is a close connection between the development of

thought and the development of language. Language also
develops within a social context and depends on social
development (Bates, 1976). Various theorists attribute
importance to different factors in the development of
language. The nativist view (Chomsky, 1976) stresses that
children are preprogrammed and have an innate ability to
acquire language. The behaviorists focus on the
importance of the language environment. The infant and
young child need appropriate language models and
constant feedback as they attempt to communicate. Other
theorists (Piaget, 1952; Vygotsky, 1962) viewed the
development of language as a complex interaction
between the child and the environment, which is
influenced by both social and cognitive development.
Both Piaget and Vygotsky believed that as children
develop language, they actively build a symbol system,
which helps them to understand the world. They differed
in the way in which they viewed how language and
thought interact with one another. Piaget believed that
cognitive development led to the growth of language
whereas Vygotsky viewed language as developing
thought. A child's external speech is the first step in the
development of thinking. Vygotsky's theory stresses the
importance of communication with others as a major
factor in the development of a child's language, which
stimulates the development of thought. Vygotsky's theory
views the important effect that an adult has on the
development of language. His theory describes the
importance of the zone of proximal development, which
is present in interactions children have with adults. This
zone is described as the "distance between the child's
actual developmental level determined by independent
problem solving and the level of potential development as
determined through problem solving under adult
guidance." This adult guidance is referred to as
scaffolding. In order for the scaffolding to be effective, it
must match the child's developmental level so the child is
comfortable enough to use the guidance, which may
present enough of a challenge to reach the next level in a
particular area. For example, an adult whose goal is to
provide an appropriate amount of scaffolding may engage
in a conversation with a young child using various
strategies. If the child asks a question about a particular
topic, the adult may first ask a child, "Well, what do you
think about that?" Once the adult knows what the child
thinks, he can decide which ideas to confirm and which
ones to extend and determine just how much information
the child can assimilate during one conversation. Adults
who do not typically provide scaffolding will not ask the
child's thoughts on the matter, but will answer the
question directly. In doing this, they have not figured out
exactly what the child is asking, nor do they know what
the child already knows about the particular topic. Even
though the child in this situation may be satisfied with the
answer, he has not had the opportunity to actively discuss
and manipulate ideas in order to construct knowledge.
Sometimes adults can ask young children open-ended
questions. The children's responses are often filled with
information, which adults in the scaffolding role can
extend. Consider the various answers these 3- and 4-year-
old children gave to a teacher's question, "What do you
know about leaves?"