Piaget // Theory of Cognitive Development

Question 1

Sensorimotor Stage [0-2 Years]:
Thought’s and Actions
Experiment

Answer 1

Infants learn through the use of their senses and actions. Schemas are largely developed through reflexes e.g. grasping.
Object Permanence is developed from 8 months [knowing an object can exist without it being obseverable].

Blanket and Ball Study [1963]
A toy was hidden under a blanket while the child was watching. Searching for the toy would mean the child has object permanence.

Question 2

Preoperational Stage [2-7 Years]:
Thought’s and Actions
Experiment

Answer 2

The child cannot use logic or combine or separate ideas. Experiences continue to be built.
Children will focus on part of a situation at a time. Children are egocentric so thoughts are about themselves and children are unable to see situations from another point of view.

Three Mountains [1956]
Children were presented with a model of three different mountains. A doll was placed at different positions and the child asked to pick the view that the doll could see from some cards. Younger children [4-years-olds] chose a picture that represented what they could see, 7 and 8-year-olds chose the correct picture.

Question 3

Concrete Operational Stage [7-11 Years]:
Thought’s and Actions
Experiment

Answer 3

Children can think logically if the concepts are familiar and not abstract.
Children can solve problems but are not able to think abstractly.

Conservation of Number [1954]
The children are shown two amounts that are the same for example liquid in a beaker. The liquid from the second beaker is poured into a tall thin glass and the child is asked if there is the same amount. A child unable to think this way will say yes.

Question 4

Formal Operational Stage [11 Years +]:
Thought’s and Actions
Experiment

Answer 4

Children are able to think in an abstract manner and reason, imagining the outcome of particular actions.

Pendulum Task [1958]
Piaget set children the task to finding out what determines how high pendulum swings. At this stage, children will be able to vary only one factor at a time to see its effect. Younger children will try factors at random or change two things at a time.