Piaget's Theory of Cognitive Development

Piaget’s
Theory of
Cognitive
Development
Prepared By :
Ayu Livia
Alisya Saraswati Sjamtoto
Sarah Atika Fellen Jean Piaget
Story of Jean Piaget
Born : August 9, 1896, Switzeland
Died : September 19, 1980 (Age 80)
Parents : Eldest son of Arthur Piaget and Rebecca
Jackson
Education : Received Ph.D. From University of
Neuchatel in 1918
Wife : Married to Valentine Chatenay in 1923
Children : 3 Children namely Jacqualine, Lucienne,
Laurent whose intellectual development infancy to
language was studied by piaget

Introduction
• Jean Piaget (1896-1980) was one of the 20 th century’s most
influential researchers in the area of developmental psychology.
• He was originally trained in the areas of biology and philosphy and
considered himself a “Genetic Epistemologist”
• Piaget wanted to know how children learned through their
development in the study of knowledge
• He administered Binet’s IQ test in Paris and observed that children’s
answers were qualitatively different
• Piaget’s theory is based on the idea that the developing child builds
cognitive structures
• He believe that the child cognitive structure increases with the
development
• Piaget’s theory of infant development were based on his observation
of his own three children.
What is Cognition ?
The term cognition is derived
from the latin word “cognoscare”
which means “to know” or “to
conseptualis”.
Cognition is “the mental action on

process of acquiring knowledge
and understanding through
thought, experience, and the
senses”.
What is Cognitive Development?
• Cognitive Development is the emergency

of the ability to think and understand
• The acquisition of the ability to think,
reason, and problem solve
• It is the process by which people’s
thinking changes across the life span
• Piaget’s studied Cognitive Development
by observing children in particular, to
examine how their thought process
changed with age
• It is the growing apprehension and
adaption to the physical and social
environment
How Cognitive
Development occurs?
1. Cognitive Development is gradual and orderly changes by
which mental process becomes more complex and
sophisticated
2. The essential development of cognitive is the establishment
of new schemes
3. Assimilation and Accommodation are both the processes of
the ways of Cognitive Development
4. The equilibration is the symbol of new a stage of the
Cognitive Development
Schema is an internal
representation of the world. It
helps and individual Assimilation it is using an
understand the world they existing schema to the with a
inhabit. They are cognitive new object or situation . Here,
structures that represent a the learner fits the new idea into
certain aspect of the world, and with he already knows. In
can be seen as categories Assimilation , the schema not
which have certain pre- changes, it only modified
conceived ideas in them.
Key
Consepts
Eequilibration Piaget believed that cognitive

Accommodation This happens development did not progress at a steady rate.,
when the existing schema but rather in leaps and bounds. Equalibirum
(knowledge) does not work occurs when a child’s schemas can deal with
and needs to be changed to most new information through assimilation. As a
deal with a new object or child progress through the stages of cognitive
situation. In Accommodation, development, it is important to maintain a
the schema is altered; a new balance between applying previous knowledge
schema may be developed (assimilation) and changing behavior to account
for new knowledge (accommodation).
Equilibrium helps explain how children are able
to move from one stage of though to the next
The Four Stages Of Development
Piaget’s
Cognitive
Development
Stages
Concrete Formal Operational

Preoperational
Sensorimotor Operational (12 years and
(2 – 7 years old)
(Birth – 2 years old) (7 – 11 years old) above)
Toddler and Early
Infancy Childhood and Early Adolescence and
Childhood
Adolescene Adulthood
The Preoperational Stages
The Sensorimotor Stages
(2 – 7 years old)
(Birth – 2 years old)
Infancy
Toddler and Early Childhood
• Infants construct an understanding of the This stage begins when the child start to use
world by coordinating sensory symbols and language. This is a period of
experiences (seeing, hearing) with motor developing language and concept. So, the child
actions (reaching, touching) is capable of more complex mental
• Developed object permanence (memory) – representations (word and image). He is still
Realize that objects exist even if they are unable to use ‘operations’, logical mental rules,
out of sight such as rules of arithmetic.
• Infants progress from reflexive, instinctual This stage is further divided into 2 sub-stages :
action of birth to the beginning of problem 1. Preconceptual stage (2-4 yrs) : Increased
solving (intellectual) and symbolic use of verbal representation but speech is
abilities (languages) toward the end of this egocentric. The child Uses symbols to
stage stand for action; a toy doll stands for a real
baby or the child role plays mommy or
daddy.
2. Intuitive stage (4-7 yrs) : Speech becomes
more social, less egocentric. Here the child
base their knowledge on what they feel or
sense to be true, yet they cannot explain
the underlying principles behind what they
feel or sense.
Concrete Operational Stage Formal Operational Stage
(7 – 11 years old) (12 years and above)
Childhood and Early Adolescene Adolescence and Adulthood
Concrete Operational stage is characterized by the • The thought becomes increasingly flexible
appropriate use of logic. Important processes during and abstract (can carry out systematic
this stage are : experiments)
1. Seriation : The ability to sort objects in an order • The ability to systematically solve a
according to size, shape or any other characteristic.
problem in a logical and methodological
2. Transitivity : The ability to recognize logical
relationships among elements in a serial order.
way
3. Classification : The ability to group objects • Understands that nothing is absolute;
together on the basis of common features. The everything is relative
child also begins to get the idea that one set can • Develop skills such as logical thought,
include another.
deductive reasoning as well as inductive
4. Decentring : The ability to take multiple aspects of
reasoning and systematic planning
a situation into account
5. Reversibility : The child understands that numbers • Understands that the rules of any game or
or objects can be changed, then returned to their social system are developed by a man by
original state mutual agreement and hance could be
6. Conservation : Understanding that the quantity, changed or modified
length or number of item is unrelated to the • The child way of thinking is at its most
arrangement or appearance of the object or item
advanced, although the knowledge is has
7. Elimination of Egocentrism : The ability to view
things from another’s perspective to work with, will change.
8. The child Perform Operations : Combining,
separating, multiplying, repeating, dividing, etc
Educational Implication
Contribution to Education
Emphasis on discovery approach in learning
Curriculum should provide specific educational

experience based on children’s developmental 1. Piaget’s theory helped educators,
level parents and investigators to
Arrange classroom activities so that they comprehend the capacity of children
assist and encourage self learning in their different stages
Social interactions have a great educational value 2. He made us conscious with the way
for Piaget. Positive social actions, therefore children and adults think
should be encouraged 3. A lot of school programs have been
Instruction should be geared to the level of redesigned taking as base Piaget’s
this child. As the level of the child changes discoveries
at each stage, the level of instruction or 4. Piaget’s made a revolution with the
exploratory activities should also change
developmental psychology
Simple to Complex and Project method of conscentrating all his attention to
teaching the mental process and his role with
behavior
Co-curricular activities have equal
importance as that of curricular experiences
in the cognitive development of children
Major Goals of education according to

Piaget are critical and creative thinking
THE END

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Piaget’s

Born : August 9, 1896, Switzeland

Died : September 19, 1980 (Age 80)

Parents : Eldest son of Arthur Piaget and Rebecca

Education : Received Ph.D. From University of

Wife : Married to Valentine Chatenay in 1923

Children : 3 Children namely Jacqualine, Lucienne,

Laurent whose intellectual development infancy to

language was studied by piaget

Cognition is “the mental action on

• Cognitive Development is the emergency

Eequilibration Piaget believed that cognitive

Concrete Formal Operational

Curriculum should provide specific educational

Major Goals of education according to

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