Piaget Child Development

Piaget claimed that children were in charge of the construction or the building of their own knowledge and that construction was superior to instruction (Gordon and Browne, 2004). Piaget thought that educators should provide a stimulating environment and have the children explore. Teachers should watch and also interact with the children, but they should let the children find and experience new ideas and knowledge on their own. (Crain, 2005)One of Piaget's major contributions is what is known as the general periods of development. He found four major general periods or stages of child development (Crain, 2005, p. 115): Sensorimotor Intelligence (birth to two years). Babies organize their physical action schemes, such as sucking, grasping, and hitting. Preoperational Thought (two to seven years). Children learn to think but their thinking is illogical and different from that of adults. Concrete Operations (seven to eleven years). Children develop the capacity to think systematically, but only when they can refer to concrete objects and activities. Formal Operations (eleven to adulthood). Young people

In the “Study of the Child: Theories of Development I” (Learning Seed, 1997), according to Vygotsky, the cognitive development in children is in direct relationship, and dependent on interaction with others. (Feldman 2010, pg. 20). Vygotsky believed to truly understand cognitive development; a child’s social and cultural experiences must be considered.

Tim is most likely withdrawn because of his traumatic experience as a young child. From the start of Tim’s life, he is already predisposed to an idea of abandonment with the type of relationship he had with his birth mother the first few years of his life. Tim’s mother going into the role of more so a sibling than parental figure most likely set the stage for these ideas of the instability of relationships. Though he was successful with his grandma, the household dynamic was set up in a confusing way for a young child. Without the full understanding of the situation and these dynamics, left Tim to come up with his own idea of his role in the family. According to Piaget’s stages of cognitive operations, at this time in Tim’s life he would

According to (Quinn and Hugh 2007), “Piaget’s work focuses on the intellectual development of individuals and their adaptation to the environment”. Cognitive development takes place through four stages:

Jean Piaget Believed in Cognitive Development. “ Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood” (Cognitive). He came up with four stages to his theory, sensorimotor, preoperational, concrete operational, and formal operational. Children between the ages of 0-3 years go through the Sensorimotor and the preoperational stages of development. The other stages do not impact a child’s development until the age of elementary to adolescence and into adulthood.

The thinking patterns of the typical preschooler that is three years old and that of a nine-year-old student are in many ways different. The developmental stages of the brain are very different between a three-year-old and a nine-year-old. Piaget's cognitive development theory is broken up into four stages. The first of the four stages is the sensorimotor stage, which occurs from birth until age two. The second stage (ages two to seven) is known as the pre-operational stage. The next stage is the concrete operational stage, for ages seven to eleven. The final stage is for children above age eleven and is known as the formal operational stage.

Piaget believed that children develop through the interaction of innate capacities with environmental events (Gross 2005). He saw children as scientists and he also argued that cognitive development consists of four evident phases the first phase being the sensorimotor stage, the

Piaget insisted there are various learning stages from birth to adulthood (Zastrow, C. H., & Kirst-Ashman, K. K., 2016). Piaget studied his own children’s cognitive development (Zastrow, C. H., & Kirst-Ashman,

Being the youngest of six children, I have a lot of nieces and nephews to hang out with and learn from. My sister and her husband went on vacation from Thursday, March 30th to Sunday, April 2nd and asked my husband and I to watch her four children (ages 2-8). This was a prime opportunity for completing this assignment, and I’m grateful that I was able to watch the kids and apply what we have been learning in class. I concentrated mainly on my youngest niece, who just turned two and the second to youngest, who is now four. I saw many examples of concepts discussed in class, especially underextension and overextension, as well as two examples of Piaget’s preoperational phase.

There is a theory by Piaget in where he describes the many stages of child development to adulthood. There are two stages in the thinking pattern of a three year old preschooler and nine year old student. The first stage is the preoperational stage for the two to seven year olds then there is the concrete operations stage for the kids that are nine years old. When kids are three years old they are in the preoperational stage in which a young child can mentally represent and talk about certain objects even events with words or pictures. They have a little imagination where they are able to pretend. With a lot of imagination and pretending they aren’t able to conserve, logically and won’t be able to consider a lot of different objects. While

Piaget believed that there is an “inborn plan for cognitive development but it is dependent on the child’s environment” (Boyd & Bee, 2012, p.138). “Piaget’s most central assumption was that the child is an active participant in the development of knowledge, constructing his own understanding” (Boyd & Bee, 2012, p.156). The two environmental factors that Piaget believed were crucial were social transmission and experience. Social transmission is the information that the child gets from other people. Experience, in Piaget’s perspective, means “the child’s own opportunities to act on the world and to observe the results of those actions.”

Piaget’s theory of cognitive development helps us to understand the developmental stages of a child from birth to 7 years of age. According to Jean Piaget,

Piaget was the first to create a systematic study of cognitive development, and although he did not specifically relate his theory to education others have gone on to do so. This has had many implications in

Educational Implications of Piaget’s Theory. Piaget’s theory of cognitive development is well-known and provides a basic understanding of the cognitive process and how children

According to Atherton (2011), Jean Piaget’s Developmental Theory is a seminal work in the field of education. Although Piaget was a biologist and he devoted most of his early works to the study of mollusks, he later on moved into the study of children’s minds and their progress as they grew up. He mainly worked with the children in his family and his methodology was mainly interactional.