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learning_theories:stage_theory_of_cognitive_development [2011/02/04 09:17] jpetrovic [What is the practical meaning of stage theory of cognitive development?] |
learning_theories:stage_theory_of_cognitive_development [2011/02/04 09:18] jpetrovic [What is stage theory of cognitive development?] |
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Piaget has divided human cognitive development in **four stages**: sensorimotor, preoperational, concrete, and formal, as they are described below. | Piaget has divided human cognitive development in **four stages**: sensorimotor, preoperational, concrete, and formal, as they are described below. | ||
- | * **Sensorimotor stage** (birth to 2 years): In this stage cognitive system of an infant is limited to **motor reflexes**, but also some more complex procedures built on those reflexes. Infant **interacts with the environment** and learns to understand the world. Learning takes place through **absorbing into the existing schema** and **accommodating when schemata change is required**. | + | * __Sensorimotor stage__ (birth to 2 years): In this stage cognitive system of an infant is limited to **motor reflexes**, but also some more complex procedures built on those reflexes. Infant **interacts with the environment** and learns to understand the world. Learning takes place through **absorbing into the existing schema** and **accommodating when schemata change is required**. |
- | * **Preoperational stage** (2 to 6/7 years): Children now **develop language** and **mental imagery skills**, but still **cannot conceptualize abstractly** and don't have sense of time. A child can now think about events and things that aren't present in the moment of speaking. He can **see the world** only from **his perspective** and assumes other do so as well. Teaching a child in this stage must take into account his not fully understand concepts of time phenomenon. | + | * __Preoperational stage__ (2 to 6/7 years): Children now **develop language** and **mental imagery skills**, but still **cannot conceptualize abstractly** and don't have sense of time. A child can now think about events and things that aren't present in the moment of speaking. He can **see the world** only from **his perspective** and assumes other do so as well. Teaching a child in this stage must take into account his not fully understand concepts of time phenomenon. |
* **Concrete operations** (6/7 to 11/12 years): Children in this stage of development are able to analyze more perspectives simultaneously. Although they can **understand concrete problems**, according to Piaget they still **cannot analyze abstract problems** and all of **their logical consequences**. Much of learning if performed through **assimilation**. | * **Concrete operations** (6/7 to 11/12 years): Children in this stage of development are able to analyze more perspectives simultaneously. Although they can **understand concrete problems**, according to Piaget they still **cannot analyze abstract problems** and all of **their logical consequences**. Much of learning if performed through **assimilation**. | ||
* **Formal operations** (11/12 to adolescence) : Piaget claims that the **final form of cognition** is reached in this stage. Abstract thinking capabilities in this stage are very similar to ones of adults. individual at this stage is also capable of **hypothetical and deductive reasoning**. This is supposed to be the final stage of cognitive development and although the **knowledge base** of an individual is still to be **expanded**, his thinking capabilities are now as strong as they would get. | * **Formal operations** (11/12 to adolescence) : Piaget claims that the **final form of cognition** is reached in this stage. Abstract thinking capabilities in this stage are very similar to ones of adults. individual at this stage is also capable of **hypothetical and deductive reasoning**. This is supposed to be the final stage of cognitive development and although the **knowledge base** of an individual is still to be **expanded**, his thinking capabilities are now as strong as they would get. |