1 Stages of Cognitive Development

At the end of this chapter, you will be able to:

• Identify key elements of Piaget’s cognitive development theory
• Explain how Piaget’s cognitive development theory can be utilized to support instruction
• Summarize the criticisms of Piaget’s cognitive development theory and educational implications
• Explain how equity is impacted by Piaget’s cognitive development theory
• Identify classroom strategies to support the use of Piaget’s cognitive development theory
• Develop a plan to implement Piagets’s cognitive development theory

Image 2.1

SCENARIO:
Maria is a paraprofessional working in a busy elementary school. She travels from classroom to classroom throughout her day working with students who just need a little extra help. When working with Kinders, the focus is on language, naming colors, numbers and objects in the room. Maria loves the silly songs they sing with the kinders, especially helping them learn to count. When she moves to the 4th grade, the kids are already learning the times tables and talking about the main idea of a story. Maria appreciates the questions students ask as they process the story they are reading as a group. Maria understands that students are able to handle different kinds of tasks as they move through the grades.

As you read this chapter on the stages of cognitive development, consider how more specific knowledge of cognitive developmental stages could help Maria more effectively assist her students at different stages of development. 

Video 2.1

Introduction

Image 2.2

Jean Piaget (1896-1980), a Swiss psychologist, is best known for his pioneering work on the development of intelligence in children. His studies have had a major impact on the fields of psychology and education. In his work Piaget identified the child’s four stages of mental growth. Among Piaget’s many books are The Language and Thought of the Child (1926), Judgment and Reasoning in the Child (1928), The Origin of Intelligence in Children (1954), The Early Growth of Logic in the Child (1964), and
Science of Education and the Psychology of the Child (1970).

From his observation of children, Piaget understood that children were creating ideas. They were not limited to receiving knowledge from parents or teachers; they actively constructed their own knowledge. Piaget’s work provides the foundation on which constructionist theories are based. Constructionists believe that knowledge is constructed and learning occurs when children create products or artifacts. They assert that learners are more likely to be engaged in learning when these artifacts are personally relevant and meaningful (Constructivism, n.d.).

In studying the cognitive development of children and adolescents, Piaget identified four major stages:

1. sensorimotor
2. pre-operational
3. concrete operational 
4. formal operational

Piaget believed all children pass through these phases to advance to the next level of cognitive development. In each stage, children demonstrate new intellectual abilities and increasingly complex understanding of the world. Stages cannot be “skipped;” intellectual development always follows this sequence. The ages at which children progress through the stages are averages-they vary with the environment and background of individual children. At any given time, a child may exhibit behaviors characteristic of more than one stage.

Figure 2.1 Stages of Cognitive Development
The inspiration web below illustrates Piaget’s four cognitive development stages: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (adolescence-adulthood). Illustrated by Tiffany Davis, Meghann Hummel, and Kay Sauers (2006).

Piaget believed that intellectual development was a lifelong process, but that when formal operational thought was attained, no new structures were needed. Intellectual development in adults involves developing more complex schemas through the addition of knowledge.

Figure 2.2

Image 2.3

In the following video, Piaget’s concept of how children learn and construct meaning is explained. A child is introduced to new schema and experiences disequilibrium until they assimilate the new information and come to state of equilibrium.

Accommodation occurs when new information is incorporated into the old schema. Learning is a process of moving through disequilibrium to a state of equilibrium.

Video 2.2: Illustration of Schema, Assimilation, & Accommodation

Figure 2.3 Assimilation Process

In Figure 2.3 when the parent reads to the child about dogs, the child constructs a schema about dogs. Later, the child sees a dog in the park; through the process of assimilation the child expands his/her understanding of what a dog is. When the dog barks, the child experiences disequilibria because the child’s schema did not include barking. Then the child discovers the dog is furry, and it licks the child’s hand. Again, the child experiences disequilibria. By adding the newly discovered information to the existing schema the child is actively constructing meaning. At this point the child seeks reinforcement from the parent. The parent affirms and reinforces the new information. Through assimilation of the new information the child returns to a state of equilibrium.

Figure 2.4. Accommodation Process

In Figure 2.4. the process of accommodation occurs when the child sees a cat in the park. A new schema must be formed, because the cat has many traits of the dog, but because the cat meows and then climbs a tree the child begins to actively construct new meaning. Again, the parent reinforces that this is a cat to resolve the child’s disequilibrium. A new schema about cats is then formed and the child returns to a state of equilibrium.

Criticisms of Piaget’s Cognitive Development Theory

Researchers during the 1960’s and 1970’s identified shortcomings in Piaget’s theory:

1. By describing tasks with confusing abstract terms and using overly difficult tasks, Piaget underestimated children’s abilities. Researchers have found that young children can succeed on simpler forms of tasks requiring the same skills.
2. Piaget’s theory predicts that thinking within a particular stage would be similar across tasks. In other words, preschool children should perform at the preoperational level in all cognitive tasks. Research has shown much more diversity in children’s thinking across cognitive tasks.
3. According to Piaget, efforts to teach children developmentally advanced concepts would be unsuccessful. Researchers have found that in some instances, children often learn more advanced concepts with relatively brief instruction. Researchers now believe that children may be more competent than Piaget originally thought, especially in their practical knowledge.

Educational Implications

An important implication of Piaget’s theory is adaptation of instruction to the learner’s developmental level. The content of instruction needs to be consistent with the developmental level of the learner. The teacher’s role is to facilitate learning by providing a variety of experiences.

“Discovery Learning” provides opportunities for learners to explore and experiment, thereby encouraging new understandings (Kafia & Resnick, 1996). Opportunities that allow students of differing cognitive levels to work together often encourage less mature students to advance to a more mature understanding. One further implication for instruction is the use of concrete “hands on” experiences to help children learn.

It is important to consider the developmental stages of students and adapt instruction to support students in progressing both academically and socially.

Additional suggestions include:

• Provide concrete props and visual aids, such as models and/or time line;

• Use familiar examples to facilitate learning more complex ideas, such as story problems in math;

• Allow opportunities to classify and group information with increasing complexity; use outlines and hierarchies to facilitate assimilating new information with previous knowledge; and

• Present problems that require logical analytic thinking; the use of tools such as “brain teasers” is encouraged.

Huitt and Hummel (1998) asserted that only 35% of high school graduates in industrialized countries obtain formal operations and many people do not think formally during adulthood.

This is significant in terms of developing instruction and performance support tools for students who are chronologically adults, but may be limited in their understanding of abstract concepts.

Image 2.4

For both adolescent and adult learners, it is important to use these instructional strategies:

• Use visual aids and models;

• Provide opportunities to discuss social, political, and cultural issues; and

• Teach broad concepts rather than facts, and to situate these in a context meaningful and relevant to the learner.

Image 2.5

Chapter Discussion Questions:

• Explain the benefits of using Piaget’s cognitive development stages to support students.
• How would you summarize Piaget’s cognitive development stages?
• How would you use Piaget’s cognitive developmental stages to support your students (or the student in Mr. M’s class)?

ATTRIBUTIONS

Image 2.1: “Navy chief reads with students at Kostrena Elementary School.”by US Navy is licensed under CC BY 4.0

Image 2.2: “Piaget jean” by wikipedia is licensed under CC BY 4.0 <a>”Piaget jean”</a> by <a

Image 2.3: “Parents Teaching” by Florida Fish and Wildlife is licensed under CC BY 4.0

Image 2.4: “India: Student uses manipulatives to solve a math problem”by GGlobal Partnership for Education is licensed under
CC BY 4.0

Image 2.5: “jean piaget clip art” is licensed under CC BY 4.0

 FILMS:

“Piaget’s Developmental Theory: an Overview (Davidson FIlms, Inc.)” by youtube is in the Public Domain

“Illustration of Schema, Assimilation, & Accommodation”by youtubeis in the Public Domain

REFERENCES

Illustrated by Tiffany Davis, Meghann Hummel, and Kay Sauers (2006) Constructivism. (n.d.). Retrieved from
 http://www.edwebproject.org/constructivism.html

Department of Educational Psychology and Instructional Technology University of Georgia. (2012, September 25). Illustration of Schema, Assimilation, & Accommodation [Video file]. Retrieved from https://youtu.be/3-A9SgbAK5I

Huitt, W., & Hummel, J. (1998). Cognitive development. Retrieved from http://www.edpsycinteractive.org/topics/cognition/piaget.html

Kafia, Y. B., & Resnick, M. (1996). Introduction. In Y. Kafai & M. Resnick. (Eds.), Construction in practice designing, thinking and learning in a digital world. Mahwah, NJ: Lawrence Erlbaum Associated Publisher.

ADDITIONAL READING

Credible Articles on the Internet

Atherton, J. S. (2013). Learning and teaching: Piaget’s developmental theory. Retrieved from http://www.learningandteaching.info/learning/piaget.htm

Campbell, R. (2006). Jean Piaget’s genetic epistemology: Appreciation and critique. Retrieved from http://campber.people.clemson.edu/piaget.html

Cole, M., & Wertsch, J. (1996). Beyond the individual-social antimony in discussions of Piaget and Vygotsky. Retrieved from http://www.massey.ac.nz/~alock/virtual/colevyg.htm

Huitt, W. (2004). Observational (social) learning: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/soccog/soclrn.html

Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology Interactive. Faldosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/piaget.html

McLeod, S. A. (2009). Jean Piaget. Retrieved from http://www.simplypsychology.org/piaget.html

Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2, 176-186. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/tea.3660020306/pdf

Presnell, F. (1999). Muskingum university department of psychology. Retrieved from http://muskingum.edu/~psych/psycweb/history/piaget.htm

Wood, K. C., Smith, H., & Grossniklaus, D. (2001). Piaget’s stages of cognitive development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Piaget%27s_Stages

Peer-Reviewed Journal Articles

Asokan, S., Surendran, S., Asokan, S., & Nuvvula, S. (2014). Relevance of Piaget’s cognitive principles among 4-7 years old children: A descriptive cross-sectional study. Journal of the Indian Society of Pedodontics and Preventive Dentistry, 32(4), 292-296.

Brizuela, B. M. (1997). The essential Piaget: An interpretive reference and guide. Harvard Educational Review, 67(4),835-836.

Ewing, J. C., Foster, D. D., & Whittington, M. S. (2011). Explaining student cognition during class sessions in the context: Piaget’s theory of cognitive development. NACTA Journal, 55(1), 68-75.

Murray, L. A. (1996). Cognitive development today: Piaget and his critics. British Journal of Psychology, 87, 166.

Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 51(1),40-47.

Vidal, F. (1997). Towards re-reading Jean Piaget. Human Development, 40 (2), 124-126.

Books at Dalton State College Library

Ginsburg, H., & Opper, S. J. A. (1979). Piaget’s theory of intellectual development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Piaget, J., Gruber, H. E., & Voneche, J. J. (1977). The essential Piaget. New York, NY: Basic Books. Wadsworth, B. J. (1978).  Piaget for the classroom teacher. New York, NY: Longman.

Interactive Tutorials and Videos

Carlsen, M. (2009). Piaget’s concrete operational stage. Retrieved from
https://www.youtube.com/watch?v=j4lvQfhuNmg&list=PL976A9DDD10EA209D

Cognitive development. (1995). Retrieved from Films on Demand Database.

McQuillen, M. (2009). Stages 3 and 4 of Piaget’s 4 stages of cognitive development. Retrieved from

http://www.sophia.org/tutorials/piagets-4-stages-of-cognitive-development-sensorim

Piaget’s developmental theory: An overview. (n.d.). Retrieved from

 http://youtu.be/QX6JxLwMJeQ