The Four Stages Of Piaget's Theory Of Development

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How children development cognitively or how thinking develops in children is one of the subjects that Piaget study. He came up with a theory of cognitive development that stated that there are four key milestones in cognitive developments which he divided into four stages. In each stage there is different actions that children develop and until a person develops these skills, they are stuck in this stage according to Piaget. The four stages are sensorimotor, preoperational, concrete operational, and formal operational. However, at different years, the mindsets and abilities of children are different.

In sensorimotor stage, infants from birth to two years old focus on the here and now. In this stage, children lack object permanence, which is
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Instead, their experiences rely on their physical experiences in this stage. The milestone in this stage is mental representation and this is the ability to think beyond their immediate surroundings. Deferred imitation is also a milestone in which the ability to perform an action observed earlier is lacking in this stage. Once children conquer mental representation and deferred imitation, then they enter the second stage. In the second stage, preoperational stage, children from the ages of 2-7 are able to refer to objects and events with words, but do not have the logic and able to reason. They can think further than just the here and now, but are egocentric and are unable to perform mental transformations from their experiences. They can make representations from objects, language, and drawings. However, a child is egocentric in the stage when experiencing this, a child lacks the ability to see the world from another point of view. This is an example of how children lack mental operations. Once they have mental operations such as conservation in which children can perform mental operations then they move onto the third stage. In …show more content…
This child is able to not only focus on the here and now, but has also accomplished object permanence. So if an object is covered by something he or she understands that the object still exists, the blanket is just obscuring it from his or her view. The child in this stage is capable of imitation and making representations of symbols as well. For instance, when a child is playing “phone” with a banana or playing house, he or she is making a mental representation. However, the child is egocentric and can’t think in other’s

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