Piaget’s Theory of Cognitive Development

h
Key theories of cognitive
development
Explaining Piaget’s four
stages
●Piaget’s cognitive development theory Four
stages – the sensorimotor stage, the
preoperational stage , concrete operational
stage and formal operational stage.
●Lev Vygotsky’s sociocultural theory - Zone of
Proximal Development (ZPD)
●Albert Bandura’s social learning theory –
observation and modeling. (Symons and Smith
2014)
●Erik Erikson’s psychosocial development
theory – eight stages of human development .
Sensorimotor stage –Infants learn about the
world through their movements and sensations,
basic actions like sucking, looking, listening and
grasping.
Preoperational stage : Symbolical thinking,
using pictures and words to represent things,
egocentric, thinking in concrete terms
Concrete operational stage : Logical and
organized thinking, understand different
concepts like conservation (Karmiloff-Smith
2018)
Formal operational stage : Ability to think
abstractly, reasoning, use deductive knowledge
Pedagical approaches
to skills-based learning
Play-based learning
Collaborative problem solving
Creative thinking (English and Kitsantas 2013)
Integrated learning approach
Peer teaching
Infleunce of cognitive
development and learning
theories
Other theories
Many theorists succeeding Piaget have argued that his theory lacks
enough empirical evidence because the research he conducted was
limited to his own children and those who came from a well-educated
background.
Vygotsky’s sociocultural theory was considered as a counter theory to
Piaget. It also provided a solid ground for the educators to explore
other aspects of children’s development and learning.
The Zone of Proximal Development (ZPD) proposed by Vygotsky
grew in popularity as it did not confine children’s capabilities to fixed
stages (Bodrova, Germeroth and Leong 2013).
Within the primary educational settings, teachers use methods such as
critical thinking activities for children that informs the use of
Vygotsky’s concept of ZPD.
References:
Bodrova, E., Germeroth, C. and Leong, D.J., 2013. Play and Self-
Regulation: Lessons from Vygotsky. American Journal of Play, 6(1),
pp.111-123.
English, M.C. and Kitsantas, A., 2013. Supporting student self-regulated
learning in problem-and project-based learning. Interdisciplinary
journal of problem-based learning, 7(2), p.6.
Karmiloff-Smith, A., 2018. Précis of Beyond modularity: A
developmental perspective on cognitive science. In Thinking
Developmentally from Constructivism to Neuroconstructivism(pp. 64-
94). Routledge.
Schonert-Reichl, K.A., Oberle, E., Lawlor, M.S., Abbott, D., Thomson,
K., Oberlander, T.F. and Diamond, A., 2015. Enhancing cognitive and
social–emotional development through a simple-to-administer
mindfulness-based school program for elementary school children: A
randomized controlled trial. Developmental psychology, 51(1), p.52.
Symons, D.K. and Smith, K.H., 2014. Evidence of psychological
engagement when raising a virtual child. Psychology Learning &
Teaching, 13(1), pp.52-57.
Zimmerman, B.J., 2013. Theories of self-regulated learning and
academic achievement: An overview and analysis. In Self-regulated
learning and academic achievement (pp. 10-45). Routledge.
Piaget’s theory of cognitive development has greatly influenced the
pedagoggical approaches used today in the learning environment.
Educators not only earn teaching qualifications but also refine themselves in
cognitive learning knowledge. (Schonert-Reichl et al. 2015)
Play-based learning and collaborative problem solving are aproaches that
provide evidence of the fact that cogntive development theories inform
educational practice.
As Piaget’s four stages of cognitive development and learning suggest,
children children acquire knowledge through their surroundings.
As they grow, their cognition develops and they begin to have a clear
thought process (Zimmerman 2013)
When dealing with children with the classroom, the teachers make use of
this knowledge and incorporate learning strategies that allow children to
learn according to their abilities.
This presentation poster was designed by FPPT.
Relevance of Piaget’s theory in skills-based learning in primary schools
Piaget’s Theory of Cognitive Development
English, M.C. and Kitsantas, A., 2013. Supporting student self-regulated learning in problem-and project-based learning. Interdisciplinary journal of problem-based learning, 7(2), p.6.
Karmiloff-Smith, A., 2018. Précis of Beyond modularity: A developmental perspective on cognitive science. In Thinking Developmentally from Constructivism to Neuroconstructivism(pp. 64-94). Routledge.
Schonert-Reichl, K.A., Oberle, E., Lawlor, M.S., Abbott, D., Thomson, K., Oberlander, T.F. and Diamond, A., 2015. Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental psychology, 51(1), p.52.
Symons, D.K. and Smith, K.H., 2014. Evidence of psychological engagement when raising a virtual child. Psychology Learning & Teaching, 13(1), pp.52-57.
Zimmerman, B.J., 2013. Theories of self-regulated learning and academic achievement: An overview and analysis. In Self-regulated learning and academic achievement (pp. 10-45). Routledge.