Module week 4

Don Carlos Polytechnic College

Poblacion Norte, Don Carlos, Bukidnon

Instructor: Mae Laicah A. Cañete

Mobile number: 09551074332 TM; 09096760753 TNT
University
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College of Education
EDUC 1: The Child and Adolescent Learners and Learning Principles
Semester of A.Y. 2020-2021

Introduction

This module will explore Piaget’s stages of cognitive development.

Intended Learning Outcomes

A. Discuss Piaget’s stages of development.

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B. Understand each of the Piaget’s cognitive development.

Discussion
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Jean Piaget's theory of cognitive development suggests that children move through four
different stages of mental development. His theory focuses not only on understanding how
children acquire knowledge, but also on understanding the nature of intelligence. Piaget's
stages are:

 Sensorimotor stage: birth to 2 years

 Preoperational stage: ages 2 to 7
 Concrete operational stage: ages 7 to 11
 Formal operational stage: ages 12 and up

Piaget believed that children take an active role in the learning process, acting much like
little scientists as they perform experiments, make observations, and learn about the world.
As kids interact with the world around them, they continually add new knowledge, build

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upon existing knowledge, and adapt previously held ideas to accommodate new
information.

How Piaget Developed the Theory

Piaget was born in Switzerland in the late 1800s and was a precocious student, publishing his
first scientific paper when he was just 11 years old. His early exposure to the intellectual
development of children came when he worked as an assistant to Alfred Binet and Theodore
Simon as they worked to standardize their famous IQ test.

Much of Piaget's interest in the cognitive development of children was inspired by his
observations of his own nephew and daughter. These observations reinforced his budding
hypothesis that children's minds were not merely smaller versions of adult minds.

Up until this point in history, children were largely treated simply as smaller versions of adults.
Piaget was one of the first to identify that the way that children think is different from the way
adults think.

Instead, he proposed, intelligence is something that grows and develops through a series of
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stages. Older children do not just think more quickly than younger children, he suggested.
Instead, there are both qualitative and quantitative differences between the thinking of
young children versus older children.

Based on his observations, he concluded that children were not less intelligent than adults,
they simply think differently. Albert Einstein called Piaget's discovery "so simple only a genius
could have thought of it."

Piaget's stage theory describes the cognitive development of children. Cognitive

development involves changes in cognitive process and abilities. 2 In Piaget's view, early
cognitive development involves processes based upon actions and later progresses to
changes in mental operations.

The Stages

Through his observations of his children, Piaget developed a stage theory of intellectual
development that included four distinct stages:

The Sensorimotor Stage

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Ages: Birth to 2 Years

Major Characteristics and Developmental Changes:

 The infant knows the world through their movements and sensations
 Children learn about the world through basic actions such as sucking, grasping,
looking, and listening
 Infants learn that things continue to exist even though they cannot be seen (object
permanence)
 They are separate beings from the people and objects around them
 They realize that their actions can cause things to happen in the world around them

During this earliest stage of cognitive development, infants and toddlers acquire knowledge
through sensory experiences and manipulating objects. A child's entire experience at the
earliest period of this stage occurs through basic reflexes, senses, and motor responses.

It is during the sensorimotor stage that children go through a period of dramatic growth and
learning. As kids interact with their environment, they are continually making new discoveries
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about how the world works.

The cognitive development that occurs during this period takes place over a relatively short
period of time and involves a great deal of growth. Children not only learn how to perform
physical actions such as crawling and walking; they also learn a great deal about language
from the people with whom they interact. Piaget also broke this stage down into a number
of different sub stages. It is during the final part of the sensorimotor stage that early
representational thought emerges.

Piaget believed that developing object permanence or object constancy, the

understanding that objects continue to exist even when they cannot be seen, was an
important element at this point of development.

By learning that objects are separate and distinct entities and that they have an existence
of their own outside of individual perception, children are then able to begin to attach
names and words to objects.

The Preoperational Stage

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Ages: 2 to 7 Years

Major Characteristics and Developmental Changes:

 Children begin to think symbolically and learn to use words and pictures to represent
objects.
 Children at this stage tend to be egocentric and struggle to see things from the
perspective of others.
 While they are getting better with language and thinking, they still tend to think about
things in very concrete terms.

The foundations of language development may have been laid during the previous stage,
but it is the emergence of language that is one of the major hallmarks of the preoperational
stage of development.3

Children become much more skilled at pretend play during this stage of development, yet
continue to think very concretely about the world around them.
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At this stage, kids learn through pretend play but still struggle with logic and taking the point
of view of other people. They also often struggle with understanding the idea of constancy.
For example, a researcher might take a lump of clay, divide it into two equal pieces, and
then give a child the choice between two pieces of clay to play with. One piece of clay is
rolled into a compact ball while the other is smashed into a flat pancake shape. Since the
flat shape looks larger, the preoperational child will likely choose that piece even though the
two pieces are exactly the same size.

The Concrete Operational Stage

Ages: 7 to 11 Years

Major Characteristics and Developmental Changes

 During this stage, children begin to thinking logically about concrete events
 They begin to understand the concept of conservation; that the amount of liquid in a
short, wide cup is equal to that in a tall, skinny glass, for example
 Their thinking becomes more logical and organized, but still very concrete

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 Children begin using inductive logic, or reasoning from specific information to a
general principle

While children are still very concrete and literal in their thinking at this point in development,
they become much more adept at using logic.2 The egocentrism of the previous stage
begins to disappear as kids become better at thinking about how other people might view
a situation.

While thinking becomes much more logical during the concrete operational state, it can also
be very rigid. Kids at this point in development tend to struggle with abstract and
hypothetical concepts.

During this stage, children also become less egocentric and begin to think about how other
people might think and feel. Kids in the concrete operational stage also begin to understand
that their thoughts are unique to them and that not everyone else necessarily shares their
thoughts, feelings, and opinions.

The Formal Operational Stage

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Ages: 12 and Up

Major Characteristics and Developmental Changes:

 At this stage, the adolescent or young adult begins to think abstractly and reason
about hypothetical problems
 Abstract thought emerges
 Teens begin to think more about moral, philosophical, ethical, social, and political
issues that require theoretical and abstract reasoning
 Begin to use deductive logic, or reasoning from a general principle to specific
information

The final stage of Piaget's theory involves an increase in logic, the ability to use deductive
reasoning, and an understanding of abstract ideas.3 At this point, people become capable
of seeing multiple potential solutions to problems and think more scientifically about the
world around them.

The ability to thinking about abstract ideas and situations is the key hallmark of the formal
operational stage of cognitive development. The ability to systematically plan for the future

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and reason about hypothetical situations are also critical abilities that emerge during this
stage.

It is important to note that Piaget did not view children's intellectual development as a
quantitative process; that is, kids do not just add more information and knowledge to their
existing knowledge as they get older. Instead, Piaget suggested that there is
a qualitative change in how children think as they gradually process through these four
stages.4 A child at age 7 doesn't just have more information about the world than he did at
age 2; there is a fundamental change in how he thinks about the world.

Formal Operational Stage of Cognitive Development

Important Concepts

To better understand some of the things that happen during cognitive development, it is
important first to examine a few of the important ideas and concepts introduced by Piaget.

The following are some of the factors that influence how children learn and grow:
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Schemas

A schema describes both the mental and physical actions involved in understanding and
knowing. Schemas are categories of knowledge that help us to interpret and understand the
world.

In Piaget's view, a schema includes both a category of knowledge and the process of
obtaining that knowledge.3 As experiences happen, this new information is used to modify,
add to, or change previously existing schemas.

For example, a child may have a schema about a type of animal, such as a dog. If the child's
sole experience has been with small dogs, a child might believe that all dogs are small, furry,
and have four legs. Suppose then that the child encounters an enormous dog. The child will
take in this new information, modifying the previously existing schema to include these new
observations.

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Reflection

Name: ________________________________________ Date: ________________

Section Code: _________________________________ Score: _______________

 What are the significant experiences that you went through in every stage of your
life? (minimum of 100 words)
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Reminders

 IN ANSWERING YOUR ACTIVITY, EXERCISE, ASSESSMENT, AND REFLECTION YOU

MAY:

 Use the answer sheets in answering through your phone and use the
screenshot to capture it.
 Write your answers directly in a bond paper/yellow paper and take a
photo of it.
 You may also encode your answers. You may take a photo of it or send
the document directly.
 Print and answer the ACTIVITY, EXERCISE, ASSESSMENT, AND REFLECTION
of the module and take a photo of it.

o CHOOSE ONLY ONE ON THE GIVEN METHODS IN ANSWERING YOUR ACTIVITY,

EXERCISE, ASSESSMENT, AND REFLECTION.
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 SEND YOUR ANSWERS IN MY MESSENGER AND EMAIL/GMAIL ACCOUNT:

FB ACCOUNT: MAE LAICAH ACEÑA CAÑETE II (2ND ACCOUNT)
EMAIL/GMAIL: [email protected]
DON’T SEND YOUR ANSWERS IN MY 1ST FB ACCOUNT: MAE LAICAH ACEÑA CAÑETE

Resources and Additional Resources

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457
Additional Resources

Attachment 2

Reflection Evaluation Criteria (the rubric)

Example of one Type of Rubric for a paper

Criteria Superior (54-60 Sufficient (48-53 Minimal (1-47 Unacceptable

points) points) points) (0 points)

Depth of Response Response Response Response

Reflection demonstrates an in- demonstrates a demonstrates demonstrates
depth reflection on, general reflection a minimal a lack of
and personalization on, and reflection on, reflection on,
of, the theories, personalization of, and or
concepts, and/or the theories, personalization personalization

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(25% of TTL strategies presented concepts, and/or of, the of, the
Points) in the course strategies presented theories, theories,
materials to date. in the course concepts, concepts,
Viewpoints and materials to date. and/or and/or
interpretations are Viewpoints and strategies strategies
___/15 insightful and well interpretations are presented in presented in
supported. Clear, supported. the course the course
detailed examples Appropriate materials to materials to
are provided, as examples are date. date.
applicable. provided, as Viewpoints Viewpoints
applicable. and and
interpretations interpretations
are are missing,
unsupported inappropriate,
or supported and/or
with flawed unsupported.
arguments. Examples,
Examples, when
when applicable,
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applicable, are not

are not provided.
provided or
are irrelevant
to the
assignment.
Required Response includes all Response includes all Response is Response
Components components and components and missing some excludes
meets or exceeds all meets all components essential
requirements requirements and/or does components
indicated in the indicated in the not fully meet and/or does
(25% of TTL instructions. Each instructions. Each the not address
Points) question or part of question or part of requirements the
the assignment is the assignment is indicated in requirements
addressed addressed. All the indicated in
thoroughly. All attachments and/or instructions. the
___/15 attachments and/or additional Some instructions.
additional documents are questions or Many parts of
documents are included, as parts of the the assignment
included, as required. assignment are addressed
required. are not minimally,
addressed. inadequately,
Some and/or not at
attachments all.
and additional
documents, if
required, are
missing or
unsuitable for
the purpose of

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the
assignment.
Structure Writing is clear, Writing is mostly Writing is Writing is
concise, and well clear, concise, and unclear and/or unclear and
organized with well organized with disorganized. disorganized.
excellent good Thoughts are Thoughts
(25% of TTL sentence/paragraph sentence/paragraph not expressed ramble and
Points) construction. construction. in a logical make little
Thoughts are Thoughts are manner. There sense. There
expressed in a expressed in a are more than are numerous
coherent and logical coherent and logical five spelling, spelling,
___/15 manner. There are manner. There are grammar, or grammar, or
no more than three no more than five syntax errors syntax errors
spelling, grammar, or spelling, grammar, or per page of throughout the
syntax errors per syntax errors per writing. response.
page of writing. page of writing.

Evidence Response shows Response shows Response Response

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and Practice strong evidence of evidence of synthesis shows little shows no

synthesis of ideas of ideas presented evidence of evidence of
presented and and insights gained synthesis of synthesis of
insights gained throughout the entire ideas ideas
(25% of TTL throughout the entire course. The presented and presented and
Points) course. The implications of these insights gained insights gained
implications of these insights for the throughout the throughout the
insights for the respondent's overall entire course. entire course.
respondent's overall teaching practice Few No
___/15 teaching practice are presented, as implications of implications for
are thoroughly applicable. these insights the
detailed, as for the respondent's
applicable. respondent's overall
overall teaching
teaching practice are
practice are presented, as
presented, as applicable.
applicable.

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