Piaget’s Cognitive-Developmental Theory
Jean Piaget hypnotized a child’s cognitive process develops in a sequence. He identified all children don’t move at the same pace but the sequence remains the same. The four major stages of cognitive development are sensorimotor, preoperational, concrete operational, and formal operational.
In the Sensorimotor Stage, a newborn through age two is able to assimilate novel stimuli through existing reflexes such as rooting and sucking. During a child’s infant life they show behavior of repeating patterns that are pleasurable, such as sucking the thumb, and opening and closing of the fists. They also get early exploration of the environment with lack of language, also acting on objects to get results. During this stage, they learn entirely through movements they make, and the result they receive. They learn they exist separately from the objects and people. They learn they can cause things to happen. They also learn that things still exist even when they can’t see them. …show more content…
It is characterized by the use of words and symbols to represent objects and relationships among them. In this stage children do not understand that we do not see things in the same way that they do. In this stage they are able to use symbols to represent objects. Preoperational children are one-dimensional. A child may think a short wide cup of milk has less milk in it than a tall, skinny glass of milk. Children focus on one aspect of a problem or situation at a time. Children tend to be egocentric meaning the world has to meet their every need and assume them. They attribute life and consciousness to physical objects like the sun and the moon. And they believe environmental events like rain and thunder are human
Jean Piaget hypnotized a child’s cognitive process develops in a sequence. He identified all children don’t move at the same pace but the sequence remains the same. The four major stages of cognitive development are sensorimotor, preoperational, concrete operational, and formal operational.
In the Sensorimotor Stage, a newborn through age two is able to assimilate novel stimuli through existing reflexes such as rooting and sucking. During a child’s infant life they show behavior of repeating patterns that are pleasurable, such as sucking the thumb, and opening and closing of the fists. They also get early exploration of the environment with lack of language, also acting on objects to get results. During this stage, they learn entirely through movements they make, and the result they receive. They learn they exist separately from the objects and people. They learn they can cause things to happen. They also learn that things still exist even when they can’t see them. …show more content…
It is characterized by the use of words and symbols to represent objects and relationships among them. In this stage children do not understand that we do not see things in the same way that they do. In this stage they are able to use symbols to represent objects. Preoperational children are one-dimensional. A child may think a short wide cup of milk has less milk in it than a tall, skinny glass of milk. Children focus on one aspect of a problem or situation at a time. Children tend to be egocentric meaning the world has to meet their every need and assume them. They attribute life and consciousness to physical objects like the sun and the moon. And they believe environmental events like rain and thunder are human