University of Trinidad and Tobago- Corinth CampusYear 2 Semester 1Course: Mathematics 1Lecturer: Dr. Lal Beharry

Group: Hard-Math-erz• Stephen Cato-52006• Leigh Robinson

• Stacia Thomas-52996• Shenelle Noel• Cathyann Martin

• Christina Sookdeo-52927• Candace Roberts-52992

JEAN PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

• Jean Piaget was a Swiss psychologist known for his work studying children and his theory of cognitive development.

• Piaget’s theory of cognitive development suggests that children’s thinking does not go entirely ‘smooth’.

• Piaget’s view is also constructivist.

• There are certain points where the child’s development transitions into new areas and capabilities.

• These transitions take place at 18 months, 7 years and 11 or 12 years.

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

The Four Stages of Intellectual Development

THE SENSORIMOTOR STAGE

-Takes place from Birth to 2 years

-The child , through physical interaction with his or her

environment builds a set of concepts about reality and how

it works.- this is the stage where a child

does not know that the physical objects remain in existence even when out of

sight.

THE PREOPERATIONAL STAGE

-Takes place from 2 to 7 years-The child is not yet able to conceptualize abstractly and needs more concrete physical

situations

THE CONCRETE OPERATIONAL STAGE

-Takes place from 7 to 11/12 years

At this stage physical experience accumulates and

the child starts to conceptualize creating logical structures that

explains his or her physical experiences. Abstract problem solving is also possible at this stage.

THE FORMAL OPERATIONAL STAGE

-Takes place from 11/12 years to an adult

-By this point the child's cognitive structures are like

those of an adult and include conceptual reasoning.

KEY CONCEPTS

Several key concepts are mentioned in this theory:

• Schemas

• Assimilation

• Accommodation

• Equilibrium

• Adaptation

CLASSROOM IMPLICATIONS FOR PIAGET’S THEORY OF COGNITIVE

DEVELOPMENT

• Teachers should carefully assess current stage of development and set tasks that the child is ready for.

• Learning opportunities must be provided in order for the child to advance. This is achieved by disequilibrium.

• Children should learn from each other, there should be pairing and group work.

• Teachers should act as guides in children's discovery learning and the curriculum should be adapted to individual needs and intellectual levels.

HOW PIAGET’S THEORY IMPACTS LEARNING?

• CURRICULUM: Educators must plan a developmentally appropriate curriculum that enhances their students logical and conceptual growth.

• INSTRUCTION: Teachers must emphasize the critical role that experiences or interactions with the surrounding environment play in student learning.