PIAGET STAGES

Study Sheet for Cognitive Development Stages and Skills/Terms TASK: provide your own explanation of each skill in the stages of development, and also provide an example/situation of what that skill would look like or what a child would do Sensorimotor – 0-2 years Object Permanence Understanding that items and people still exist even when you can't see or hear them Covering a toy with a blanket and child thinks it has gone away bc they cant see it anymore Not knowing the parent is in the kitchen bc the child can't see them – thinking the parent has left Peek a boo Deferred Imitation Observing an action and then performing that action at a later time Baby sticking out tongue or waving when see parent doing those actions Imitating animal noise after hearing them Baby dancing to song and video - imitating the dance moves Stranger Anxiety If the infant can't recognise a new face they will become afraid of the stranger, and thus will cry and reach out for family A child goes to daycare and clings to parent Babysitter come to the house and the shield cries and clings to parent Child not wanting to sit on Santa’s lap bc they are afraid they are a stranger Visual Assimilation A young child is used to playing and seeing their caregiver’s visual cues and emotions, but when they are hidden (or still faced), the child loses the interaction and becomes upset Still face experiment Preoperational – 2-7 Years Impulsive Acting with little to no thought, a child cannot stop themselves from doing certain actions. Running across the street to chase the ball and not looking at the oncoming car Knocking over the block tower out of frustration Pretend/ Imaginative Play A toy has qualities beyond the way it was designed to function and can now be used to stand for a character or object unlike anything originally intended Imaginary friend → bing bong from Inside Out movie = made of cotton candy, part dolphin, cried candy Using a large cardboard box to play spaceship, house etc. Illogical Thinking and Reasoning A child has rationale for the way they perceive situations, but their answers or views do not make logical sense - they tend to answer questions intuitively as opposed to logically A child smells a photo of a flower because they know flowers have a scent A child wants to hear the sound of a watch ticking and thinks the picture will also provide the sound Egocentrism A child cannot see a situation from another person’s point of view, they assume everyone is experiencing what they are experiencing. Sally Anne test → Elizabeth in video with smarties Conservation Principle - liquid Not knowing that the same amount of liquid can be represented in 2 different size and shape containers Conservation Principle - number Children will answer that the line with the coins spaced out further has more coins, when in fact it has the same number as the row above which is spaced closer together. Conservation Principle - matter A child will answer that when 2 balls of playdoh are shaped into a ball they have the same amount, but when one is shaped into a log, they will think that the log has more playdoh as the shape is ‘longer’. Conservation Principle - length When looking at 2 pencils the same size, a child will think one of the pencils is longer when moved slightly to the right. Instant Gratification A child needs to immediately fulfill their want or need, they cannot wait. They want what they want and they want it now. Not being able to delay eating the marshmallow in order to receive 2 - reward Having a temper tantrum when told cannot have the toy or candy at the store Symbolic Thought The ability of a child to represent their world with images - use symbols and not to scale often - especially at a younger age in in the stage Concrete Operational – 7-11 Years Delayed Gratification A child is able to resist the temptation of immediate gain for a greater reward in the future. Being able to wait a period to get a treat/marshmallow and then get a reward - i.e. 2 marshmallows Not using your phone until after class Categorical Thinking A child is able to use general concepts and classifications in their thought process, it is no longer strictly a concrete thought process. Classifying animals into groups Sorting objects by colour, shape, Organizing toys or cards i.e. Pokemon cards based on criteria Logical Thought A child is able to think through a problem using reasoning skills, helping them make a more rational conclusion about their next steps. Sequence problem - what comes next → using logical rationale Hierarchy A system where something is ranked/organized according to their status. Maslow hierarchy of needs School grades – levels Location → country, province, city Inductive Reasoning A child draws a general conclusion from their own personal experience and specific facts that they collected. Formal Operational →12 years and up Deductive Reasoning A logical approach where you progress from general ideas to specific conclusions. Hypothetical Based on possible ideas or situations rather than actual ones - in a way that is imagined or suggested but not necessarily real or true. Daydreaming about going on vacation Creating a hypothesis in a science experiment Abstract Thinking The ability to think about objects, principles, and ideas that are not physically present. It is related to symbolic thinking, which uses the substitution of a symbol for an object or idea. Political spectrum → left and right wing Death – what happens to a person body and spirit when they die Counterfactual Expressing what has not happened but could, would, or might under differing conditions. What if statements → how choices you make impact your life i.e. if I would have studied, I would have gotten a better grade The process of thinking about one’s own thinking and learning. It involves knowing when you know, knowing when you don’t know, and knowing what to do when you don’t know. In other words, it involves self-monitoring and correcting your own learning processes. Understanding how you learn best → strategies how to study Problem Solving - Trial and Error Trying to figure out an answer by attempting multiple solutions until the correct one is found. Experimenting with cooking and baking recipes Trying many ways to solve a math problem

Flashcard #1

Term: What are Piaget's stages of cognitive development?

Definition: Piaget's stages are a series of stages that describe the cognitive development of children, including Sensorimotor, Preoperational, Concrete Operational, and Formal Operational stages.

Flashcard #2

Term: Explain the Sensorimotor stage.

Definition: The Sensorimotor stage lasts from birth to about 2 years old and is characterized by infants learning about the world through their senses and actions.

Flashcard #3

Term: What occurs during the Preoperational stage?

Definition: The Preoperational stage occurs from ages 2 to 7, during which children begin to think symbolically and use language but do not yet understand concrete logic.

Flashcard #4

Term: Describe the Concrete Operational stage.

Definition: The Concrete Operational stage, from ages 7 to 11, is when children start to think logically about concrete events and understand the concept of conservation.

Flashcard #5

Term: What is the Formal Operational stage?

Definition: The Formal Operational stage, beginning at around age 12, involves the development of abstract reasoning and hypothetical thinking.