Piaget Development

Front 1

Piaget’s stages of cognitive development

Back 1

sensorimotor, preoperational, concrete operational, and formal operational

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Sensorimotor stage

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first stage of piaget’s cognitive development lasts from birth to age 2 child forms primary and secondary circular reactions and object permanence

Front 3

preoperational stage

Back 3

second stage of piaget. 2-7 Marks beginning of representational thought. centration and egocentrism exist in this phase

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concrete operational stage

Back 4

7-11 children can conserve and take perspective of others into account, but are limited to working with concrete objects or information that is directly available. These children have difficulty with abstract thought.

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Formal operational

Back 5

begins at about twelve to and lasts into adulthood
child begins to think logically about abstract ideas. Thinking “Can think like a scientist”

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primary circular reaction

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developed in sensorimotor stage infant begins to coordinate separate aspects of movement. This is the advent of goal oriented bx. i.e. When child is hungry will suck on things indiscriminately

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secondary circular reaction

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substage in piaget's cognitive development theory. During this substage, the child becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment. For example, a child will purposefully pick up a toy in order to put it in his or her mouth.

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Object permanence

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occurs when the child realizes that objects continue to exist even though the child cannot perceive their existence.

Front 9

centration

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held in preoperational stage tendency to be able to focus on only one aspect of a phenomenon. Cannot understand principle of conservation

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egocentrism

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inability to understand that relationships are reciprocal and cannot take the perspective of another person

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principle of conservation

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notion that physical properties of matter do not change simply because the appearance of the matter changes. Demonstrated this concept by showing that children could not identify that two beakers were equal in the amount of water they held if they were different in shape.