"The brain is wider than the sky" Emily Dickinson
cognitive development
The ways in which a child’s mind operates and develops is important for both teachers and parents to consider. Cognitive development includes the intellectual capacities of infants, children, adolescences and adults. It is the way children process information, the way they develop basic skills and their progression in learning language. A specific factor in a child’s cognitive development that is most important to consider is the way a child mind grows and develops. Jean Piaget was a developmental psychologists and philosopher who has conducted numerous studies on child development. His theories are important to consider and understand because he sections the process of child development into four distinct categories in the figure below.
Stage 1: Sensorimotor
Birth – Age 2
This stage begins at birth until the age of two. In this stage, infants are seen to only focus on the objects that are presently in front of them. When the object is removed from their view, they believe that they will never see or encounter that object again. In this stage, infants endure trial and error. They are continuously trying different things and learning about different objects. Infants between birth and age two learn what Piaget refers to as “Object Permanence”. This is when an infant learns that although an object is no longer in sight, it still exists. They are able to think using their eyes, ears and hands. In this stage, Piaget argues that infants “Repeat Chance Behaviours”. This entails that an infant will repeat a behaviour if it is motivated by a basic need of theirs. They will begin to change their behaviours in response to various demands. Through repeating chance behaviours, children will sit up and reach for objects of their desire. They will also repeat an interesting event if it was caused by their own actions. During this stage, they will also begin to imitate others.
This stage begins at birth until the age of two. In this stage, infants are seen to only focus on the objects that are presently in front of them. When the object is removed from their view, they believe that they will never see or encounter that object again. In this stage, infants endure trial and error. They are continuously trying different things and learning about different objects. Infants between birth and age two learn what Piaget refers to as “Object Permanence”. This is when an infant learns that although an object is no longer in sight, it still exists. They are able to think using their eyes, ears and hands. In this stage, Piaget argues that infants “Repeat Chance Behaviours”. This entails that an infant will repeat a behaviour if it is motivated by a basic need of theirs. They will begin to change their behaviours in response to various demands. Through repeating chance behaviours, children will sit up and reach for objects of their desire. They will also repeat an interesting event if it was caused by their own actions. During this stage, they will also begin to imitate others.
Stage 2: Preoperatonal
Ages 2- 7
This is the second stage of Piaget’s child development process. Children enter this stage at two years old until they are approximately six or seven years old. The key feature of this stage is egocentrism and the importance of a child’s internal worlds. At this time, children’s minds are rapidly developing and their abilities and skills are enhancing. Children are now able to think and speak independently; however, at this stage they still do not acquire logically reasoning and they do not acknowledge the perspective of others. Children are able to use language and their words to describe objects or images. They are able to classify and sort objects by colour, shape, size, etc.
The most important part of this stage is the “Extensive Pretend Play”. Pretend play is critical to their social development, their creativity, mental abilities, memory and their problem solving skills. Pretend play often includes playing doctor, cashier, waitress, mommy, etc. Another skill that is developed in this stage is their fine motor skills. At the beginning of this stage, childrens fine motor skills are displayed through their scribbling of images on a paper. By the end of this stage children are able to draw pictures of a person or a place. According to Piaget, children in this stage have an inability to see that properties are conserved after they undergo a physical transformation. They are unable to compare quantities when one object has had a physical transformation. The video below is an excellent example of this.
Check out this video called “A Typical Child on Piaget’s Conservation Task”! This video is an excellent example of Piaget's conservation!
This is the second stage of Piaget’s child development process. Children enter this stage at two years old until they are approximately six or seven years old. The key feature of this stage is egocentrism and the importance of a child’s internal worlds. At this time, children’s minds are rapidly developing and their abilities and skills are enhancing. Children are now able to think and speak independently; however, at this stage they still do not acquire logically reasoning and they do not acknowledge the perspective of others. Children are able to use language and their words to describe objects or images. They are able to classify and sort objects by colour, shape, size, etc.
The most important part of this stage is the “Extensive Pretend Play”. Pretend play is critical to their social development, their creativity, mental abilities, memory and their problem solving skills. Pretend play often includes playing doctor, cashier, waitress, mommy, etc. Another skill that is developed in this stage is their fine motor skills. At the beginning of this stage, childrens fine motor skills are displayed through their scribbling of images on a paper. By the end of this stage children are able to draw pictures of a person or a place. According to Piaget, children in this stage have an inability to see that properties are conserved after they undergo a physical transformation. They are unable to compare quantities when one object has had a physical transformation. The video below is an excellent example of this.
Check out this video called “A Typical Child on Piaget’s Conservation Task”! This video is an excellent example of Piaget's conservation!
Stage 3: Concrete Operational
Ages 7- 11
Concrete Operational is the third stage in Piaget’s theory on a child’s developmental process. This stage begins for children at the age of seven and ends at approximately eleven or twelve. Piaget believes that this stage is a critical turning point for children’s cognitive development as they begin to understand conservation. Children between seven and eleven develop their classification skills where they are capable of classifying particular objects by their number, weight and mass. In this stage, children begin to further enhance their logical thinking and reasoning. These children have the ability to distinguish between their own thoughts and the thoughts of others. They are able to recognize and accept that their thoughts, ideas and opinions may differ from those of other individuals.
Concrete Operational is the third stage in Piaget’s theory on a child’s developmental process. This stage begins for children at the age of seven and ends at approximately eleven or twelve. Piaget believes that this stage is a critical turning point for children’s cognitive development as they begin to understand conservation. Children between seven and eleven develop their classification skills where they are capable of classifying particular objects by their number, weight and mass. In this stage, children begin to further enhance their logical thinking and reasoning. These children have the ability to distinguish between their own thoughts and the thoughts of others. They are able to recognize and accept that their thoughts, ideas and opinions may differ from those of other individuals.
Stage 4: formal operational
Ages 11 (Adolescence) - Adulthood
This is the final stage of Piaget’s child developmental process. This stage begins at eleven years old and it continues throughout adulthood. In this stage, the individual is fully capable of logical reasoning. The adolescence in this stage believe they are the star of an “Imaginary Audience”.Teenagers believe they are the focus of everyone’s attention. This inevitably makes them self-conscious of themselves. This also leads into a teenagers “personal fable” which is when they believe that individuals around them are observing and thinking about them. This enhances their opinions of their own importance. For the duration of individual’s lives in this particular stage, individuals develop their ability to learn from their mistakes and their successes and they develop their own decision-making process.
This is the final stage of Piaget’s child developmental process. This stage begins at eleven years old and it continues throughout adulthood. In this stage, the individual is fully capable of logical reasoning. The adolescence in this stage believe they are the star of an “Imaginary Audience”.Teenagers believe they are the focus of everyone’s attention. This inevitably makes them self-conscious of themselves. This also leads into a teenagers “personal fable” which is when they believe that individuals around them are observing and thinking about them. This enhances their opinions of their own importance. For the duration of individual’s lives in this particular stage, individuals develop their ability to learn from their mistakes and their successes and they develop their own decision-making process.
References
Berk,L. (2012). Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives. Child Development, (118-129). Pearson Education Inc.
Habib, A. (N/A). Stages of Cognitive Development. Changes in Child Psychology. Retrieved from http://childpsych.umwblogs.org/developmental-theories/jean-piaget/stages-of-cognitive-development/
Munakatay. 2011). A Typical Child' on Piaget's Conservation Task. Youtube. Retrieved from http://www.youtube.com/watch?v=gnArvcWaH6I
Main Page Image: Brain Mark. (2011). Cognitive Development. Brain Mark: Shaping Up For Your Future. [Image]. Retrieved from http://www.brain-mark.com/ParentingAid.aspx?Page=CognitiveDevelopment
Figure 1: Habib, A. (N/A). Stages of Cognitive Development. Changes in Child Psychology. Retrieved from http://childpsych.umwblogs.org/developmental-theories/jean-piaget/stages-of-cognitive-development/
Figure 2: Revermann, S. (2013). How Can Parents Help in the Sensorimotor Stage? Everyday Life by Demand Media. [Image]. Retrieved http://everydaylife.globalpost.com/can-parents-sensorimotor-stage-4331.html
Figure 3: UBC. (N/A). Jean Piaget- Group Presentation. UBX. [Image]. Retrieved from http://blogs.ubc.ca/etec512piagetgroup/what-are-you-thinking/preoperational-stage/
Figure 4: N/A. (2010). Beat The Back To School Blues. Omoms. [Image]. Retrieved from http://www.oprah.com/relationships/How-to-Ease-Back-into-the-School-Year
Figure 5: N/A. (2013). Adolescence: Which are the symptoms? Zippy Kid Store. [Image]. Retrieved from http://www.zippykidstore.com/global/Encyclopedia/Detail/adolescence-which-are-the-symptoms_b40e3e84fd8d