Piaget - Developmental stages

Question 1

How many stages are there in Piaget’s theory of development? What are they?

Answer 1

4 stages. Sensorimotor, Preoperational, Concrete operational, Formal operational.

Question 1

How many stages are there in Piaget’s theory of development? What are they?

Answer 1

4 stages. Sensorimotor, Preoperational, Concrete operational, Formal operational.

Question 2

When does the sensorimotor start and end.

Answer 2

From birth to roundabout 2 years of age.

Question 3

What are the substages of the sensorimotor stage?

Answer 3

1.Modification of reflexes, 2.Primary circular reactions, 3.Secondary circular reactions, 4. Coordination of the circular schemes, 5.Ternary circular reactions, 6.Interiorization of the schemes.

Question 4

What is characteristic for the sensorimotor stage?

Answer 4

Learning properties of objects, using schemes and applying them to different situations, more intentional behaviour, discovering bounderies of one’s own body. Developing object permanence and making A-not-B error.

Question 5

When does the preoperational stage start and end?

Answer 5

Two to seven years of age.

Question 6

What is characteristic for the preoperational stage?

Answer 6

Development of language, semiotic functioning (using signs), representional thought, thinking in terms of past, present and future, imagination, rigidity of thought, egocentricity, no sense of point of view, semilogical thinking, limited social cognition, hard to fit into social roles, be listeners in a dialogue.

Question 7

What is object permanence?

Answer 7

The object exists even if one can’t see, hear or feel it.

Question 8

What is A-not-B error?

Answer 8

Persist in searching in the place where they searched previously

Question 9

What are the achievments of the preoperational stage?

Answer 9

Concept of function (ex. the more I pull the curtain string, the more the curtain will open), and concept of identity (change of appearance doesn’t mean change of identity).

Question 10

When does the concrete operational stage start and end?

Answer 10

Seven to eleven years of age.

Question 11

What is semilogical thinking?

Answer 11

Explaining natural events with own everyday life.

Question 12

What is rigidity of thought in kids in the preoperational stage?

Answer 12

Focusing on appearance rather than reality or transformation of conditions (ex. conservation task)

Question 13

What is characteristic of concrete operational stage?

Answer 13

Logicomathematical operations (x / < > + -), understanding conservation, class inclusion (relationships between objects), transitivity (if A>B and B>C, then A>C).

Question 14

When does the formal operational stage start? When does it end?

Answer 14

Around 11 years and continues until 15, then changes occur not in structure of thought but in content of thought and stability.

Question 15

What is characteristic for the formal operational stage?

Answer 15

Can formulate hypothesis, logical thinking, realizing the power of thought. Decrease in egocentricity, discussing problems and important topics with peers, different social roles, dreaming about future, understanding different perspectives.

Question 16

Name at least 3 strenghts of Piaget’s theory.

Answer 16

1. It recognizes the central role of cognition in development.
2. Recognizes that thinking ≠ language.
3. Integrating many facts.
4. Is foundational (heruistic) of further studies.
5. Surprising findings.
6. Ecological validity (focus on the children’s adaptation to the environment)

Question 17

Name at least 3 weaknesses of Piaget’s theory.

Answer 17

1. Not clear how stages are related with the child’s IQ.
2. General concepts such as conservation can emerge earlier in some tasks than in others.
3. No explanation of the mechanisms of transitions between stages.
4. Did not pay attention to factors such as memory, attention, self-regulation, complexity of instruction.
5. Does not take into account social and emotional factors, which can impact performance.
6. Methodological weaknesses: small sample, no blinded observers or control for confoundings, too complicated procedures, no proper presentation of the research.