MELISSA ANASCAVAGE

ABBEY BAKER

LAURA BILGER

HAIDANG TRUONG

Piaget’s Growth and Piaget’s Growth and Development: Put Some Pep Development: Put Some Pep

into Your Stepinto Your Step

Piaget’s Process of Piaget’s Process of Cognitive DevelopmentCognitive Development

Sensorimotor Sensorimotor Stage:Stage:Birth to TwoBirth to Two Years Years

• Infants construct an understanding of the world by coordinating sensory experiences such as seeing or hearing.

• At the beginning, newborns have no more than reflexive patterns. For example, moro and rooting reflex.

Object PermanenceObject Permanence

• By the end of

sensorimotor stage,

object permanence is

present. It is the

understanding that

objects and events

continue to exist

even when they

cannot be seen,

heard, or touched.

• Observing an

infant’s reaction to

objects disappearing

is the best way to

study this

phenomenon.

Sensorimotor Sensorimotor StageStage

Sensorimotor Sensorimotor Stage:Stage:Birth to Two Birth to Two YearsYears

At the end, they have sensorimotor patterns and begin to operate with primitive symbols, which permits the infant to think about concrete events without directly acting them out or perceiving them. For example, Piaget’s daughter saw a matchbox being opened and closed. She then mimicked by opening and closing her mouth.

Critical requirement that happens between 8 to 12 months of age is coordination of vision and sense of touch or hand-eye coordination.

Preoperational Stage: Two Preoperational Stage: Two to Seven years oldto Seven years old

• Children begin to represent the world with words, images and drawings.

• Child begins to reconstruct in thought what has been established in behavior.

• Children in this stage are not able to perform operations mentally. Operations

are internalized actions that allow children to do mentally what before they

could only do physically. Operations are reversible mental actions. For example,

mentally adding and subtracting numbers.

Between the ages of two and four… Between the ages of two and four… children gain the ability to mentally represent an object that is not present, which is called symbolism.

Egocentrism: inability to distinguish between one’s own perspective and someone else’s perspective. For example, phone conversation between an adult and a child. The child nods in response to questions from the adult.

Animism: the belief that inanimate objects have life-like qualities and are capable of actions. For example, “that tree pushed the leaf off and it fell down” and “the sidewalk made me mad because it made me fall down”.

Between the ages of four and seven… Between the ages of four and seven… children start developing their own ideas about the world they live in by using primitive reasoning to

answer all kinds of questions.

Centration: a centering of attention on one characteristic to the exclusion of all others. Evidenced by lack of conservation.

Conservation: the awareness that altering an object’s or substance’s appearance does not change its properties. Fails to show conservation for liquid, number, matter, length, volume, and area.

Concrete Concrete Operational: Operational: Seven to eleven Seven to eleven years oldyears old

Children can perform concrete

operations, which are operations

that involve concrete objects.

Logical reasoning replaces intuitive

reasoning. For instance, concrete

operational thinkers cannot imagine

the steps necessary to complete an

algebraic equation because it is too

abstract.

Concrete Concrete Operational: Operational: Seven to eleven Seven to eleven years oldyears old

Between 7 and 8, children can demonstrate conservation. Concrete observations are

reversible mental action on real concrete objects.

Can coordinate several characteristics rather than focus on single properties of an object.

They can coordinate information from both dimensions.

Achieve concept of conservation.

Concrete Concrete Operational: Operational: Seven to eleven Seven to eleven years oldyears old

Ability to Serialize and Ability to Serialize and classify things in order to classify things in order to

consider their consider their relationship…relationship…

Transitivity: The child can understand that if you have three sticks- the longest (A), the intermediate (B), and the shortest (C); since A is longer than B, B is longer than C, than A is also longer than C.

Formal Operations: Eleven to Formal Operations: Eleven to AdulthoodAdulthood

Ability to reason in a more abstract, idealistic, and

logical (hypothetical-deductive) way.

They try to think in terms of ideals. For example,

they think about what an ideal parent is like and

then compare their parents to that ideal standard.

Begin to entertain possibilities for the future

and are fascinated with what they

can be.

Hypothetical-deductive reasoning:Hypothetical-deductive reasoning: Adolescent egocentrism:Adolescent egocentrism:

Adolescents have the cognitive ability to develop hypothesis about ways to solve problems and can systematically deduce which is the best path to follow in solving the problem. For example, the game “Guess Who?”

Heightened self-consciousness of adolescents, which is reflected in adolescent beliefs, that others are as interested in them as they are in themselves, an adolescent sense of personal uniqueness, and sensibility.

Formal Operations… Formal Operations… we become systematic.

It’s my LIFE!!It’s my LIFE!!