JEAN

PIAGETS
THEORY ON
COGNITIVE
DEVELOPMENT
Ablan | Abordo | Barrameda | Bongiad | Brizuela
Cometa | Dela Cruz | Pasobillo | San Andres
JEAN PIAGET
Prominent work is his theory on
the four stages of cognitive
development
20th century one of the most
influential researchers in the field of
developmental psychology whose
primary interest was:
(1) biological influences we come
to know
(2) developmental stages we move
through as we acquire this ability
JEAN PIAGET
1973 - believed that the child plays
an active role in the growth of
intelligence and learns by doing
Child - a philosopher who
perceives the world only as he has
experienced it
his inspiration in cognitive and
intellectual dev't came from
observations of children (observed
his own three children through
their stages)
 THEORY ON COGNITIVE
DEVELOPMENT
focuses on mental processes such as perceiving,
remembering, believing and reasoning.
Or the combine result between the maturity of the
brain and nervous system with the environment
adjustments
Reasoning - the essence of intelligence and
reasoning is what Piaget studied in order to
discover "how we come to know
Believed that cognitive development is cumulative
(understanding a new experience grows out of a
previous learning experience)
Three Basic Components To Piaget's
Cognitive Theory:
1. Schema Building blocks of knowledge

2. Adaptation - processes that enable the transition from

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

3. Stages of Cognitive Development: ( sensorimotor,

preoperational, concrete operational, formal operational)
Schema

the basic building blocks of such cognitive models, and

enable us to form a mental representation of the world.
a cohesive, repeatable action sequence possessing
component actions that are tightly interconnected and
governed by a core meaning.
refers to the cognitive structures by which individuals
intellectually adapt to and organize their environment. It
is an individual's way to understand or create meaning
about a thing or experience.
Adaptation

Jean Piaget viewed intellectual growth as a

process of adaptation (adjustment) to the
world. This happens through:
Adaptation

Assimilation
- using an existing schema to deal with a new object
or situation.

- the process of fitting a new experience into an

existing or previously created cognitive structure or
schema
Adaptation
Accommodation
- happens when the existing schema (knowledge)
does not work, and needs to be changed to deal
with a new object or situation.

- the process of creating new schema

Equilibrium - achieving proper balance between

assimilation and accommodation
4 STAGES OF COGNITIVE
DEVELOPMENT
 STAGE 1:
SENSORY-MOTOR STAGE
 STAGE 1:
SENSORY-MOTOR STAGE
Birth to 2 years old or Infancy
Builds an understanding of himself/ herself and reality (and
how things work) through interactions with the environment.
Know the world only in terms of their sensory input (what
they see, smell, taste, touch, and hear) and their physical or
motor actions on it
E.g. Sucking, grasping, reaching
Becomes more organized in their movement and activity
(learn to generalize their activities and coordinate behaviour)
OBJECT PERMANENCE
- the ability of the child to know that an object still exists even
when out of sight
 STAGE 2:
PRE-OPERATIONAL STAGE
 STAGE 2:
PRE-OPERATIONAL STAGE
From age 2 to about age 7
The child is not yet able to conceptualize abstractly and
needs concrete physical situations.
Kids learn through pretend play but still struggle with
logic and taking the point of view of other people.
They also often struggle with understanding the ideal of
constancy.
Can make mental representations and is able to pretend,
the child is now ever closer to the use of symbols.
During this stage, young children are able to think about
things symbolically.
 STAGE 2:
PRE-OPERATIONAL STAGE
SYMBOLIC FUNCTIONS
-The ability to represent objects and events.
-A symbol is a thing that represents something else.(i.e., drawing,
written word, shapes.
EGOCENTRISM
-The tendency of the child to only see his point of view and to
assume that everyone also has his same point of view.
CENTRATION
-This refers to the tendency of the child to only focus on one
aspect of a thing or event and exclude other aspects.
 STAGE 2:
PRE-OPERATIONAL STAGE

IRREVERSIBILITY
-The child still has the ability to reverse their thinking.

ANIMISM
-The tendency of the child to attribute human like traits or
characteristics to inanimate objects.

TRANDUCTIVE REASONING
-Pre-operational child's type of reasoning that is neither inductive
nor deductive.
 STAGE 3:
CONCRETE OPERATIONAL
STAGE
 STAGE 3:
CONCRETE OPERATIONAL STAGE
From age 8 to 11
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.

The child begins to think abstractly and conceptualize.

Begin to think more logically, but their thinking can also
be very rigid.
Struggle with abstract and hypothetical concepts.
 STAGE 3:
CONCRETE OPERATIONAL STAGE

Become less egocentric and begin to think about how

other people might think and feel.
Begin to understand that their thoughts are unique to
them and that not everyone else necessarily shares
their thoughts, feelings, and opinions.
 STAGE 3:
CONCRETE OPERATIONAL STAGE

DECENTERING
-The ability of the child to perceive the different features
of objects and situations.

REVERSIBILITY
-The child can now follow that certain operations can be
done in reverse.
 STAGE 3:
CONCRETE OPERATIONAL STAGE

CONSERVATION
-The ability to know that certain properties of objects
like number, mass, volume or area do not change even if
there is a change in appearance.

SERIATION
-Refers to the ability to order or arrange things in a
series based on one dimension such as weight, volume, or
size.
 STAGE 4:
FORMAL OPERATIONAL
STAGE
 STAGE 4:
FORMAL OPERATIONAL STAGE

From age 12 to 15 years old.

Cognitive reaches its final form.
The person no longer requires concrete objects to make
rational judgements.
Begins in adolescence and spans into adulthood.
Involves an increase in logic, the ability to use deductive
reasoning, and an understanding of abstract ideas.
Capable of seeing multiple potential solutions to
problems and think more scientifically about the world
around them.
 STAGE 4:
FORMAL OPERATIONAL STAGE
HYPOTHETICAL REASONING
-The ability to come up with different hypothesis about a
problem and to gather and weight data in order to make
final decision or judgement.
ANALOGICAL REASONING
-The ability to perceive the relationship in one instance
and then use that relationship to narrow down possible
answers in another similar situation or problem.
DEDUCTIVE REASONING
-The ability to think logically by applying a general rule to
a particular instance or situation.