Computer Assisted Self Learning Package on Child Psychology – Diploma in Pre-Primary Teacher
Training Prepared by: Dr.Nahid Ruhee Directorate of Distance Education
COGNITIVE DEVELOPMENT THEORY (Jean Piaget)
Jean Piaget, a Swiss psychologist was particularly concerned with the way thinking develops in
children from birth till they become young adults. To understand the nature of this development,
Piaget carefully observed the behaviour of his own three kids. He used to present problems to them,
observe responses slightly after the situations and again observe their responses. Piaget called this
method of exploring development clinical interview.
Piaget believed that humans also adapt to their physical and social environments in which
they live. The process of adaptation begins since birth. Piaget saw this adaptation in terms
of two basic processes: Assimilation and Accommodation.
Assimilation. It refers to the process by which new objects and events are grasped or
incorporated within the scope of existing schemes or structures.
Accommodation. It is the process through which the existing schemes or structure is
modified to meet the resistance to straightforward grasping or assimilation of a new object
or event.
According to Piaget there are 4 basic elements in development:
1. Maturation.
2. Experience.
3. Social transmission (learning through language, schooling or teaching by parents)
4. Equilibrium.
The important concept of Piaget’s theory of cognitive development is the fixed progression
from one stage to another. Piaget viewed cognitive growth as a progressive change. Growth
varies from person to person. Piaget assumed that it follows a fixed sequence.
Stages of cognitive development.
Piaget has identified 4 sequential stages through which every individual progresses in
cognitive development. Each stage has an age span with distinctive learning capabilities.
This would be helpful in framing curriculum. And understanding of this development
sequence is indispensable for parents as well as for teachers because these influences a
great deal during infancy, childhood and adolescence. The 4 developmental stages are
discussed below
1. Sensori-Motor Stage. This stage begins at birth and lasts till the child is about 2 years
old. It is called Sensori-Motor Stage, because children’s thinking involves seeing,
hearing, moving, touching, tasting and so on. This stage marks a transitional stage for a
person from a biological to a psychological being. In the first few weeks of life the baby’s
behaviour consists simply of reflex responses, such as sucking, stepping and grasping.
Later the reflex disappears and the baby chooses what and when to grasp.
During this period the infants attain the concept of object permanence. This refers to
the understanding that objects and events continue to exist even when they cannot
directly be seen, heard or touched. Till this kind of understanding is achieved, an object
that is out of sight remains out of mind and therefore, becomes non-existent.
A second major accomplishment in the Sensori -Motor period is learning to reverse
actions. E.g., we give a toy to a child that has ten detachable parts. We detach all parts.
Through trial and error, the child gradually learns to attach all the parts of the toy.
2. Pre-Operational Stage (2 to 7 Years). This stage is called Pre-Operational because the
children have not yet mastered the ability to perform mental operations. Children’s
thinking during this stage is governed by what is seen rather than by logical principles.
Following are the accomplishments of Pre-Operational Stage:
a. Semantic function. During this stage the child develops the ability to think using
symbols and signs. Symbols represent something or someone else; for example, a
doll may symbolize a baby, child or an adult.
b. Egocentrism. This stage is characterized by egocentrism. Children believe that
their way of thinking is the only way to think.
c. Decentring - A pre-operational child has difficulty in seeing more than one
dimension or aspects of situation. It is called decentring.
d. Animism. Children tend to refer to inanimate objects as if they have life-like
qualities and are capable of actions.
e. Seriation. They lack the ability of classification or grouping objects into categories.
f. Conservation. It refers to the understanding that certain properties of an object
remain the same despite a change in their appearance.
3. Concrete Operational Stage (7 to 11 years). At this stage a child is concerned with the
integration of stability of his cognitive systems. He learns to add, subtract, multiply and
divide. He is in a position to classify concrete objects. In short, children develop the
abilities of rational thinking but their thinking is tied to concrete objects.
4. Formal Operational Stage (11 & above). This type is characterised by the emergence of
logical thinking and reasoning. Other important cognitive attainments during this period
are: the ability to think about the hypothetical possibilities and to solve problems
through logical deductions and in a systematic manner.
Educational Implications.
Piaget’s concept of development process of understanding working of the
child’s mind can be helpful to those who are involved in teaching and
other educational practices. He says that children pass through
number of stages before the age of 14 years and a lot of care should
be taken in child’s training and development.
Most of the teachers are now in agreement with him that it is waste of time
to take those things to children which cannot be experienced through
sense organs. When the children form many direct
experiences then only they are in a position to understand the
abstract ideas and concept. Piaget does not like to looking at
education, therefore, the teacher must always make an effort to
orient education around the child.
The most important function of school is to provide good stimulating
environment within the school for the proper development of their
mental abilities. The school should provide good library opportunities
for free discussions and community services. The needs of
adolescents should be given proper place on the school curriculum.
Adolescents should be given opportunity for the development of their creative abilities through
music, dance, art and crafts. They should be provided guidance as regarded their individual
educational and vocational problems.
