The cognitive development theory was proposed by Swiss developmental psychologist Jean Piaget. Piaget developed a new science called “Genetic Epistemology.” It is the study of the development of knowledge. And, it is an experimental study based on evidence. Jean Piaget’s cognitive theory plays an important to understanding children’s cognitive abilities.
Jean Piaget began studies with his own three children as infants. Later he studied a larger scale of samples as a clinical method. In cognitive theory, Jean Piaget explained the many aspects related to cognitive theory. They are:- cognitive equilibrium, constructivism, schema( Assimilation and Accommodation)
In this example, a child’s speech on “Woman Empowerment” at the annual function. And, Teachers and parents support to child-related with reinforcement and motivation.
In this example, a child used previous experience and called a cat is a dog based on some physical characteristics of a dog.
Concept of Schema
The two concepts of schema. They are- assimilation and accommodation.
Example of Assimilation:-
In this example, the child has changed the previous knowledge because the cat has miyou not bark. So this process is called accommodation.
According to Jean Piaget’s cognitive theory, the stages of cognitive development have not been skipped. Because each next stage is interconnected to the previous stage. Cognitive development theory has 4 stages. They are-
An infant exercises innate reflexes, assimilating new responses, and accommodating reflexes.
Pleasure activity= Exercising of innate reflexes
In this sub-stage, the first non-reflexive schemes emerge. Infants can emit and control (sucking thumb, making cooing sound) and repeating. These repetitive acts called primary circular reactions. These reactions are centered on the infant’s body. In this sub-stage, all processes of the infant are related to the internal process.
Pleasure activity= Sucking thumb and making a cooing sound
In this sub-stage, the infant’s interest beyond their bodies such as making a rubber duck quack by squeezing it.
Pleasure activity= Interest in an external object
In this sub-stage, the first truly planned response appears. Infants begin to coordinate two or more actions. This behavior is a goal-directed behavior and true problem-solving behavior also.
Pleasure activity = Truly goal-directed behavior
In this sub-stage, infants begin to actively experiment with objects and try a new method for problem-solving. An infant is actively involved in objects with curiosity.
Pleasure activity= Try to new method with curiosity
In this sub-stage, infants can experiment mentally and insight. The infant’s concept of an object is complete and goal-oriented.
Pleasure activity= Inner experimentation (solve a simple problem)
In this sub-stage, infants solve simple problems without trial and error.
Example 2:- Role playing
This process is done by concrete operational children.
Example 2:-
Total Money= 100
John get = 30
Michael get = 50
Merry = ?
Transitivity process, Merry get= 20
Concrete operational children are able to solve conservation tasks logically way.
Concrete operational children solve all problems related to classification.
Example-2
All examples are understood by concrete operational children with the help of reversibility.
In this example, concrete operational children are able to define multiple attributes of objects (Ball). These attributes are a tennis ball, two colors, and zigzag lines.
Features of Formal Operational Stage
Features of Formal Operational Stage
Children are provided the different-different answer according to abstracts and used deductive reasoning with the systematic phenomena.
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