{"id":28,"date":"2022-11-20T21:11:09","date_gmt":"2022-11-20T21:11:09","guid":{"rendered":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/chapter\/chapter-2-stages-of-cognitive-development-2\/"},"modified":"2024-01-17T19:07:02","modified_gmt":"2024-01-17T19:07:02","slug":"chapter-2-stages-of-cognitive-development-2","status":"publish","type":"chapter","link":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/chapter\/chapter-2-stages-of-cognitive-development-2\/","title":{"raw":"Stages of Cognitive Development","rendered":"Stages of Cognitive Development"},"content":{"raw":"<p class=\"c2\"><span class=\"c3\">At the end of this chapter, you will be able to: <\/span><\/p>\n\n<ul class=\"c27 lst-kix_vfp3gy5bss2u-0 start\">\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Identify key elements of Piaget\u2019s cognitive development theory<\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Explain how Piaget\u2019s cognitive development theory can be utilized to support instruction<\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Summarize the criticisms of Piaget\u2019s cognitive development theory and educational implications<\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Explain how equity is impacted by Piaget\u2019s cognitive development theory<\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Identify classroom strategies to support the use of Piaget\u2019s cognitive development theory <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Develop a plan to implement Piagets\u2019s cognitive development theory<\/span><\/li>\n<\/ul>\n<p class=\"c14\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 360.50px;height: 233.45px\">\n<img class=\"alignnone\" style=\"width: 360.50px;height: 233.45px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2022\/10\/image5-1.png\" alt=\"\">\n<\/span><\/p>\n\n<h6 class=\"c14\"><span class=\"c1\" style=\"color: #000000\">Image 2.1<\/span><\/h6>\n<h6 class=\"c14\"><span class=\"c1\" style=\"color: #000000\"><strong>SCENARIO:<\/strong>\nMaria is a paraprofessional working in a busy elementary school. She travels from classroom to classroom throughout her day working with students who just need a little extra help. When working with Kinders, the focus is on language, naming colors, numbers and objects in the room. Maria loves the silly songs they sing with the kinders, especially helping them learn to count. When she moves to the 4th grade, the kids are already learning the times tables and talking about the main idea of a story. Maria appreciates the questions students ask as they process the story they are reading as a group. Maria understands that students are able to handle different kinds of tasks as they move through the grades.<\/span><\/h6>\n<p class=\"c2\"><span class=\"c18 c6\">As you read this chapter on the stages of cognitive development, consider how more specific knowledge of cognitive developmental stages could help Maria more effectively assist her students at different stages of development.\u00a0<\/span><\/p>\nhttps:\/\/www.youtube.com\/watch?v=QX6JxLwMJeQ\n<h6 class=\"c2\"><span style=\"color: #000000\">Video 2.1<\/span><\/h6>\n<h2 class=\"c2 c26\"><span class=\"c3\" style=\"color: #000000\">Introduction<\/span><\/h2>\n<h6 class=\"c2 c26\" style=\"padding-left: 120px;text-align: right\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 194.00px;height: 259.00px\"><img class=\"alignright\" style=\"width: 194.00px;height: 259.00px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image7-1.png\" alt=\"\"><span style=\"color: #000000;font-size: 1.125em\">Image 2.2<\/span><\/span><\/h6>\n<p class=\"c2\"><span class=\"c9\">Jean Piaget (1896-1980), a Swiss psychologist, is best known for his pioneering work on the development of intelligence in children. His studies have had a major impact on the fields of psychology and education. In his work Piaget identified the child's four stages of mental growth. Among Piaget's many books are <\/span><span class=\"c6\">The Language and Thought of the Child <\/span><span class=\"c9\">(1926), <\/span><span class=\"c6\">Judgment and Reasoning in the Child <\/span><span class=\"c9\">(1928), <\/span><span class=\"c6\">The Origin of Intelligence in Children <\/span><span class=\"c9\">(1954), <\/span><span class=\"c6\">The Early Growth of Logic in the Child <\/span><span class=\"c9\">(1964), and <\/span>\n<span class=\"c6\">Science of Education and the Psychology of the Child <\/span><span class=\"c1\">(1970).<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">From his observation of children, Piaget understood that children were creating ideas. They were not limited to receiving knowledge from parents or teachers; they actively constructed their own knowledge. Piaget's work provides the foundation on which constructionist theories are based. <\/span><span class=\"c6 c25\">Constructionists <\/span><span class=\"c6\">believe that knowledge is constructed and learning occurs when children create products or artifacts. <\/span><span class=\"c1\">They assert that learners are more likely to be engaged in learning when these artifacts are personally relevant and meaningful (Constructivism, n.d.).<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">In studying the cognitive development of children and adolescents, Piaget identified four major stages: <\/span><\/p>\n\n<ol class=\"c27 lst-kix_25953tmlx5x4-0 start\" start=\"1\">\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">sensorimotor <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">pre-operational<\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">concrete operational\u00a0 <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\">formal operational<\/li>\n<\/ol>\nPiaget believed all children pass through these phases to advance to the next level of cognitive development. In each stage, children demonstrate new intellectual abilities and increasingly complex understanding of the world. Stages cannot be \"skipped;\" intellectual development always follows this sequence. The ages at which children progress through the stages are averages-they vary with the environment and background of individual children. At any given time, a child may exhibit behaviors characteristic of more than one stage.\n<p class=\"c2\"><em><span style=\"color: #000000\"><span class=\"c6\">Figure 2.1 <span class=\"c1\">Stages of Cognitive Development<\/span><\/span><\/span><\/em>\n<span class=\"c1\" style=\"color: #000000\">The inspiration web below illustrates Piaget's four cognitive development stages: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (adolescence-adulthood). Illustrated by Tiffany Davis, Meghann Hummel, and Kay Sauers (2006).<\/span><\/p>\n<p class=\"c2\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 622.27px;height: 277.73px\">\n<img style=\"width: 622.27px;height: 277.73px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image4.jpg\" alt=\"A flowchart showing Piaget's Cognitive Development Stages. The first stage is the sensorimotor stage, from birth till 2 years old. Next is the preoperational stage, from 2 to 7 years old. Next is concrete operational stage, from 7 to 11 years old. The last stage is the formal operational stage, from adolescence to adulthood.\">\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">Piaget believed that intellectual development was a lifelong process, but that when formal operational thought was attained, no new structures were needed. Intellectual development in adults involves developing more complex schemas through the addition of knowledge.<\/span><\/p>\n\n<h6><span style=\"color: #000000\">Figure 2.2<\/span><\/h6>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c22\">\n<td class=\"c24\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><strong><span class=\"c3\">Piaget\u2019s Cognitive Development Stages <\/span><\/strong><\/p>\n<\/td>\n<td class=\"c8\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><strong><span class=\"c3\">Overview <\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c24\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><span class=\"c1\"><strong>Sensorimotor (birth - 2 years)<\/strong> \u00a0<\/span><\/p>\n<\/td>\n<td class=\"c8\" colspan=\"1\" rowspan=\"1\">\n<ul class=\"c27 lst-kix_zhfiiova78jl-0 start\">\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">The use of motor activity without the use of symbols. <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Knowledge is limited in this stage- based on physical interactions and experiences<\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Infants cannot predict reaction-must constantly experiment, learning \u00a0through trial and error. <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Such exploration might include shaking a rattle or putting objects in the mouth. <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">As they become more mobile, infants' ability to develop cognitively increases. <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Early language development begins during this stage. <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Object permanence occurs at 7-9 months, demonstrating that memory is developing. Infants realize that an object exists after it can no longer be seen.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c24\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><strong><span class=\"c1\">Preoperational (2 -7 years) <\/span><\/strong><\/p>\n<\/td>\n<td class=\"c8\" colspan=\"1\" rowspan=\"1\">\n<ul class=\"c27 lst-kix_1lxnev45hrgt-0 start\">\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Children begin to use language; memory and imagination also develop.<\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Children engage in make believe <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">They can understand and express relationships between the past and the future. <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">More complex concepts, such as cause and effect relationships, have not been learned. Intelligence is egocentric and intuitive, not logical.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c24\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><strong><span class=\"c1\">Concrete Operational (7-11 years) <\/span><\/strong><\/p>\n<\/td>\n<td class=\"c8\" colspan=\"1\" rowspan=\"1\">\n<ul class=\"c27 lst-kix_5h6uw3kgha8j-0 start\">\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Intellectual development in this stage is demonstrated through the use of logical and systematic manipulation of symbols, which are related to concrete objects.<\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Thinking becomes less egocentric with increased awareness of external events, and involves concrete references.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c24\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><strong><span class=\"c1\">Formal Operational (adolescence to adulthood)<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c8\" colspan=\"1\" rowspan=\"1\">\n<ul class=\"c27 lst-kix_pkybbycgmcp6-0 start\">\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Adolescents and adults use symbols related to abstract concepts. <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Adolescents can think about multiple variables in systematic ways, can formulate hypotheses, and think about abstract relationships and concepts.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table class=\"c13\">\n<tbody>\n<tr class=\"c22\">\n<td class=\"c16\" colspan=\"1\" rowspan=\"1\">\n<h2 class=\"c2\"><span class=\"c3\" style=\"color: #003366\">Reflection Question: <\/span><\/h2>\n<h5 class=\"c2\"><span class=\"c3\" style=\"color: #000000\">How would you utilize these developmental stages to support student success?<\/span><\/h5>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c14 c32\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 324.14px;height: 224.50px\"><img class=\"alignleft\" style=\"width: 324.14px;height: 224.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image8-2.png\" alt=\"\"><\/span><\/p>\n\n<h6 class=\"c14 c32\"><span class=\"c7 c21\" style=\"color: #000000\">Image 2.3<\/span><\/h6>\n<p class=\"c2\"><span class=\"c7 c21\">In the following video, Piaget\u2019s concept of how children learn and construct meaning is explained. A child is introduced to new <\/span><span class=\"c20 c7\">schema <\/span><span class=\"c7 c21\">and experiences <\/span><span class=\"c20 c7\">disequilibrium <\/span><span class=\"c7 c21\">until they <\/span><span class=\"c7 c20\">assimilate <\/span><span class=\"c7 c21\">the new information and come to state of <\/span><span class=\"c20 c7\">equilibrium.<\/span><\/p>\n<p class=\"c2\"><span class=\"c20 c7\"><strong>Accommodation<\/strong> <\/span><span class=\"c15 c7\">occurs when new information is incorporated into the old schema. Learning is a process of moving through disequilibrium to a state of equilibrium.<\/span><\/p>\n[embed]https:\/\/www.youtube.com\/watch?v=3-A9SgbAK5I[\/embed]\n\n&nbsp;\n<h6><span class=\"c7 c11\" style=\"color: #000000\">Video 2.2: Illustration of Schema, Assimilation, &amp; Accommodation<\/span><\/h6>\n<h6 class=\"c2\"><span class=\"c9\" style=\"color: #000000\">Figure 2.3 Assimilation Process<\/span>\n<span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 542.50px;height: 374.71px\">\n<img class=\"\" style=\"width: 1064px;height: 737px;margin-left: 0px;margin-top: 0px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image2.jpg\" alt=\"A comic explaining the assimilation process in a child. The child processes new information about a dog, such as &quot;barks&quot; and &quot;lick&quot;, and assimilates it in the dog schema.\">\n<\/span><\/h6>\n<p class=\"c2\"><span class=\"c1\">In Figure 2.3 when the parent reads to the child about dogs, the child constructs a schema about dogs. Later, the child sees a dog in the park; through the process of assimilation the child expands his\/her understanding of what a dog is. When the dog barks, the child experiences disequilibria because the child's schema did not include barking. Then the child discovers the dog is furry, and it licks the child's hand. Again, the child experiences disequilibria. By adding the newly discovered information to the existing schema the child is actively constructing meaning. At this point the child seeks reinforcement from the parent. The parent affirms and reinforces the new information. Through assimilation of the new information the child returns to a state of equilibrium. <\/span><\/p>\n\n<h6 class=\"c2\"><span class=\"c1\" style=\"color: #000000\">Figure 2.4. Accommodation Process<\/span><\/h6>\n<p class=\"c2\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 624.00px;height: 294.67px\"><img class=\"alignnone\" style=\"width: 1065px;height: 540px;margin-left: 0px;margin-top: 0px\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image6-1.jpg\" alt=\"A comic explaining the accommodation process in a child. When a child sees a cat, they try to fit it in the dog schema but fail to do so. They then create a new schema for a cat.\" width=\"1301\" height=\"613\">\n<\/span><\/p>\n&nbsp;\n<p class=\"c2\"><span class=\"c1\">In Figure 2.4. the process of accommodation occurs when the child sees a cat in the park. A new schema must be formed, because the cat has many traits of the dog, but because the cat meows and then climbs a tree the child begins to actively construct new meaning. Again, the parent reinforces that this is a cat to resolve the child's disequilibrium. A new schema about cats is then formed and the child returns to a state of equilibrium.<\/span><\/p>\n\n<table class=\"c13\">\n<tbody>\n<tr class=\"c22\">\n<td class=\"c16\" colspan=\"1\" rowspan=\"1\">\n<h2 class=\"c2\"><span class=\"c3\" style=\"color: #003366\">Reflection Question: <\/span><\/h2>\n<h5 class=\"c2\"><span class=\"c3\" style=\"color: #000000\">How can assimilation and accommodation support instruction? <\/span><\/h5>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 class=\"c2\"><span class=\"c3\" style=\"color: #000000\">Criticisms of Piaget's Cognitive Development Theory<\/span><\/h2>\n<p class=\"c2\"><span class=\"c1\">Researchers during the 1960's and 1970's identified shortcomings in Piaget's theory: <\/span><\/p>\n\n<ol class=\"c27 lst-kix_s8funs5ipgcw-0 start\" start=\"1\">\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">By describing tasks with confusing abstract terms and using overly difficult tasks, Piaget underestimated children's abilities. Researchers have found that young children can succeed on simpler forms of tasks requiring the same skills.<\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Piaget's theory predicts that thinking within a particular stage would be similar across tasks. In other words, preschool children should perform at the preoperational level in all cognitive tasks. Research has shown much more diversity in children's thinking across cognitive tasks. <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">According to Piaget, efforts to teach children developmentally advanced concepts would be unsuccessful. Researchers have found that in some instances, children often learn more advanced concepts with relatively brief instruction. Researchers now believe that children may be more competent than Piaget originally thought, especially in their practical knowledge. <\/span><\/li>\n<\/ol>\n<h2 class=\"c2\"><span class=\"c3\" style=\"color: #000000\">Educational Implications<\/span><\/h2>\n<p class=\"c2\"><span class=\"c9\">An important implication of Piaget's theory is adaptation of instruction to the learner's developmental level. The content of instruction needs to be consistent with the developmental level of the learner. The teacher's role is to facilitate learning by providing a variety of experiences. <\/span><\/p>\n<p class=\"c2\"><span class=\"c6 c25\">\"Discovery Learning\" <\/span><span class=\"c1\">provides opportunities for learners to explore and experiment, thereby encouraging new understandings (Kafia &amp; Resnick, 1996). Opportunities that allow students of differing cognitive levels to work together often encourage less mature students to advance to a more mature understanding. One further implication for instruction is the use of concrete \"hands on\" experiences to help children learn.<\/span><\/p>\n<span class=\"c3 pullquote-right\">It is important to consider the developmental stages of students and adapt instruction to support students in progressing both academically and socially.<\/span>\n<p class=\"c2\"><span class=\"c3\">Additional suggestions include:<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Provide concrete props and visual aids, such as models and\/or time line;<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Use familiar examples to facilitate learning more complex ideas, such as story problems in math;<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Allow opportunities to classify and group information with increasing complexity; use outlines and hierarchies to facilitate assimilating new information with previous knowledge; and<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Present problems that require logical analytic thinking; the use of tools such as \"brain teasers\" is encouraged.<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">Huitt and Hummel (1998) asserted that only 35% of high school graduates in industrialized countries obtain formal operations and many people do not think formally during adulthood. <\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">This is significant in terms of developing instruction and performance support tools for students who are chronologically adults, but may be limited in their understanding of abstract concepts. <\/span><\/p>\n<p class=\"c2\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 415.50px;height: 277.00px\"><img class=\"alignleft\" style=\"width: 415.50px;height: 277.00px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image1-2.png\" alt=\"\">\n<\/span><\/p>\n\n<h6 class=\"c14\"><span class=\"c1\" style=\"color: #000000\">Image 2.4<\/span><\/h6>\n<p class=\"c14\"><span class=\"c3\">For both adolescent and adult learners, it is important to use these instructional strategies:<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Use visual aids and models;<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Provide opportunities to discuss social, political, and cultural issues; and<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Teach broad concepts rather than facts, and to situate these in a context meaningful and relevant to the learner.<\/span><\/p>\n<p class=\"c14\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 215.50px;height: 215.50px\"><img class=\"alignright\" style=\"width: 215.50px;height: 215.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image3-2.png\" alt=\"\">\n<\/span><\/p>\n\n<h6 class=\"c14\" style=\"text-align: right\"><span class=\"c1\" style=\"color: #000000\">Image 2.5 <\/span><\/h6>\n<p class=\"c14\"><strong><span class=\"c3\">Chapter Discussion Questions: <\/span><\/strong><\/p>\n\n<ul class=\"c27 lst-kix_53l9neh0fpok-0 start\">\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Explain the benefits of using Piaget\u2019s cognitive development stages to support students.<\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">How would you summarize Piaget\u2019s cognitive development stages? <\/span><\/li>\n \t<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">How would you use Piaget\u2019s cognitive developmental stages to support your students (or the student in Mr. M\u2019s class)?<\/span><\/li>\n<\/ul>\n<h2><\/h2>\n<h2 id=\"h.iga6a8pyjnzw\" class=\"c2 c26\"><span style=\"color: #000000\"><strong><span class=\"c3\">ATTRIBUTIONS<\/span><\/strong><\/span><\/h2>\n<p class=\"c2\"><span class=\"c9\">Image 2.1: <\/span><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/picryl.com\/media\/navy-chief-reads-with-students-at-kostrena-elementary-school-af6224&amp;sa=D&amp;source=editors&amp;ust=1668982031754345&amp;usg=AOvVaw34HEKwACr9aK-r3A7CHhf3\">\"Navy chief reads with students at Kostrena Elementary School.\"<\/a><span class=\"c7\">by <\/span><span class=\"c7 c12\">US Navy <\/span><span class=\"c7\">is licensed under <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668982031754784&amp;usg=AOvVaw2fLXsj4DEcKAVIgFm-YzPt\">CC BY 4.0<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c9\">Image 2.2: <\/span><span class=\"c7 c12\">\"Piaget jean\" <\/span><span class=\"c7\">by <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/ihttps\/\/www.google.com\/url?sa%3Di%26url%3Dhttps%253A%252F%252Fcommons.wikimedia.org%252Fwiki%252FFile%253APiaget_jean.jpg%26psig%3DAOvVaw0hQmw4APTARioE2DKBBira%26ust%3D1664491542169000%26source%3Dimages%26cd%3Dvfe%26ved%3D0CAkQjRxqFwoTCLD9pa7IuPoCFQAAAAAdAAAAABAD&amp;sa=D&amp;source=editors&amp;ust=1668982031755478&amp;usg=AOvVaw3MoRj6wE4a-0ZCxSJxrnaT\">wikipedia <\/a><\/span><span class=\"c7\">is licensed under <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668982031755783&amp;usg=AOvVaw2XKuVXQMMXAaRdUtlHux_K\">CC BY 4.0 <\/a><\/span><span class=\"c5 c29\">&lt;a&gt;\"Piaget jean\"&lt;\/a&gt; by &lt;a <\/span><\/p>\n<p class=\"c0\"><span class=\"c5 c29\">I<\/span><span class=\"c9\">mage 2.3: <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/myfwcmedia\/10439464995&amp;sa=D&amp;source=editors&amp;ust=1668982031756418&amp;usg=AOvVaw2SeSBam61cM5BArijN5dHj\">\"Parents Teaching\" <\/a><\/span><span class=\"c7\">by <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/myfwcmedia\/10439464995&amp;sa=D&amp;source=editors&amp;ust=1668982031756764&amp;usg=AOvVaw17i05_Ar6NF6XfUJKas2QQ\">Florida Fish and Wildlife <\/a><\/span><span class=\"c7\">is licensed under <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668982031757041&amp;usg=AOvVaw2UJ0C6s_5cnQyf9etyv_EY\">CC BY 4.0<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c9\">Image 2.4: <\/span><span class=\"c7 c12\">\"India: Student uses manipulatives to solve a math problem\"<\/span><span class=\"c7\">by <\/span><span class=\"c7 c12\">GGlobal Partnership for Education <\/span><span class=\"c7\">is licensed under <\/span>\n<span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668982031757649&amp;usg=AOvVaw2Awv37DQ5T8CC3g6eI_jE5\">CC BY 4.0<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c9\">Image 2.5: <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/favpng.com\/png_view\/sigmund-freud-jean-piaget-clip-art-piagets-theory-of-cognitive-development-image-computer-icons-png\/h9CSZYVM&amp;sa=D&amp;source=editors&amp;ust=1668982031758219&amp;usg=AOvVaw2s7gMYBkS0bGw2z1H3mmiy\">\"jean piaget clip art\" <\/a><\/span><span class=\"c7\">is licensed under <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668982031758491&amp;usg=AOvVaw2MJSGLJ9nrMQAQW_GLDYxw\">CC BY 4.0<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">\u00a0<\/span><span class=\"c3\">FILMS:<\/span><\/p>\n<p id=\"h.5cs6fz3uq7ur\" class=\"c2 c4\"><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DQX6JxLwMJeQ&amp;sa=D&amp;source=editors&amp;ust=1668982031759050&amp;usg=AOvVaw0iS14DC1tEOMr96Brm5V7E\">\"Piaget's Developmental Theory: an Overview (Davidson FIlms, Inc.)\" <\/a><\/span><span class=\"c7 c36\">by <\/span><span class=\"c7 c12\">youtube <\/span><span class=\"c7 c36\">is in the <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/wiki.creativecommons.org\/Public_domain&amp;sa=D&amp;source=editors&amp;ust=1668982031759368&amp;usg=AOvVaw1HbSH_Zh7PD0UengZ78lun\">Public Domain<\/a><\/span><\/p>\n<p class=\"c2 c4\"><span class=\"c7 c33\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3D3-A9SgbAK5I%26t%3D1s&amp;sa=D&amp;source=editors&amp;ust=1668982031759808&amp;usg=AOvVaw2FvfF_SU_TjBu6K97OJmRb\">\"Illustration of Schema, Assimilation, &amp; Accommodation\"<\/a><\/span><span class=\"c7\">by <\/span><span class=\"c7 c12\">youtube<\/span><span class=\"c7\">is in the <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/wiki.creativecommons.org\/Public_domain&amp;sa=D&amp;source=editors&amp;ust=1668982031760331&amp;usg=AOvVaw2UhimhgQI6HGBX_OyEtPj7\">Public Domain<\/a><\/span><\/p>\n&nbsp;\n<h2 class=\"c2 c26\"><span style=\"color: #000000\"><strong><span class=\"c3\">REFERENCES<\/span><\/strong><\/span><\/h2>\n<p class=\"c2\"><span class=\"c1\">Illustrated by Tiffany Davis, Meghann Hummel, and Kay Sauers (2006) <\/span><span class=\"c9\">Constructivism. (n.d.). Retrieved from<\/span>\n<span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edwebproject.org\/constructivism.html&amp;sa=D&amp;source=editors&amp;ust=1668982031761546&amp;usg=AOvVaw2FBqC2XXntv38SQc6rftaY\">\u00a0http:\/\/www.edwebproject.org\/constructivism.html<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Department of Educational Psychology and Instructional Technology University of Georgia. (2012, September 25). Illustration of Schema, Assimilation, &amp; Accommodation [Video file]. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/youtu.be\/3-A9SgbAK5I&amp;sa=D&amp;source=editors&amp;ust=1668982031761991&amp;usg=AOvVaw2Lbsq1rG91cwiCaTO2i9uF\">https:\/\/youtu.be\/3-A9SgbAK5I<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Huitt, W., &amp; Hummel, J. (1998). Cognitive development. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/cognition\/piaget.html&amp;sa=D&amp;source=editors&amp;ust=1668982031762499&amp;usg=AOvVaw2qBp_iw9L0C3RjWQArIYv0\">http:\/\/www.edpsycinteractive.org\/topics\/cognition\/piaget.html<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Kafia, Y. B., &amp; Resnick, M. (1996). Introduction. In Y. Kafai &amp; M. Resnick. (Eds.), <\/span><span class=\"c6\"><em>Construction in practice designing, thinking and learning in a digital world<\/em>. <\/span><span class=\"c1\">Mahwah, NJ: Lawrence Erlbaum Associated Publisher.<\/span><\/p>\n&nbsp;\n<h2 class=\"c2 c26\"><span style=\"color: #000000\"><strong><span class=\"c3\">ADDITIONAL READING<\/span><\/strong><\/span><\/h2>\n<p class=\"c2\"><strong><span class=\"c3\">Credible Articles on the Internet<\/span><\/strong><\/p>\n<p class=\"c2\"><span class=\"c9\">Atherton, J. S. (2013). Learning and teaching: Piaget's developmental theory. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.learningandteaching.info\/learning\/piaget.htm&amp;sa=D&amp;source=editors&amp;ust=1668982031763702&amp;usg=AOvVaw1yGb0ZyjNaL1vyNm5J1_bz\">http:\/\/www.learningandteaching.info\/learning\/piaget.htm<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Campbell, R. (2006). Jean Piaget's genetic epistemology: Appreciation and critique. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/campber.people.clemson.edu\/piaget.html&amp;sa=D&amp;source=editors&amp;ust=1668982031764316&amp;usg=AOvVaw2UkFb67GqZDmSg_SybQ7dm\">http:\/\/campber.people.clemson.edu\/piaget.html<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Cole, M., &amp; Wertsch, J. (1996). Beyond the individual-social antimony in discussions of Piaget and Vygotsky. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.massey.ac.nz\/~alock\/virtual\/colevyg.htm&amp;sa=D&amp;source=editors&amp;ust=1668982031764736&amp;usg=AOvVaw1ZK7IaHqKwXcRQYkT6q1e_\">http:\/\/www.massey.ac.nz\/~alock\/virtual\/colevyg.htm<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Huitt, W. (2004). Observational (social) learning: An overview. <\/span><span class=\"c6\"><em>Educational Psychology Interactive<\/em>. <\/span><span class=\"c9\">Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/soccog\/soclrn.html&amp;sa=D&amp;source=editors&amp;ust=1668982031765210&amp;usg=AOvVaw3q__7cwwLZZPHzR-OsNzaF\">http:\/\/www.edpsycinteractive.org\/topics\/soccog\/soclrn.html<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Huitt, W., &amp; Hummel, J. (2003). Piaget's theory of cognitive development. <\/span><span class=\"c6\"><em>Educational Psychology Interactive<\/em>. <\/span><span class=\"c9\">Faldosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/cognition\/piaget.html&amp;sa=D&amp;source=editors&amp;ust=1668982031765657&amp;usg=AOvVaw0PnrFuzTekmZs96-mdQ_LH\">http:\/\/www.edpsycinteractive.org\/topics\/cognition\/piaget.html <\/a>\n<\/span>\n<span class=\"c9\">McLeod, S. A. (2009). Jean Piaget. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.simplypsychology.org\/piaget.html&amp;sa=D&amp;source=editors&amp;ust=1668982031765920&amp;usg=AOvVaw3eh2Vi8IpR6_2BnLbYJUvv\">http:\/\/www.simplypsychology.org\/piaget.html<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. <\/span><span class=\"c6\"><em>Journal of Research in Science Teaching<\/em>, 2, <\/span><span class=\"c9\">176-186. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/tea.3660020306\/pdf&amp;sa=D&amp;source=editors&amp;ust=1668982031766494&amp;usg=AOvVaw3iQZXMlcs0b04g2alRmViL\">http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/tea.3660020306\/pdf<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Presnell, F. (1999). Muskingum university department of psychology. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/muskingum.edu\/~psych\/psycweb\/history\/piaget.htm&amp;sa=D&amp;source=editors&amp;ust=1668982031766995&amp;usg=AOvVaw1lCXE3hydvF_G4yvghhHk6\">http:\/\/muskingum.edu\/~psych\/psycweb\/history\/piaget.htm<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Wood, K. C., Smith, H., &amp; Grossniklaus, D. (2001). Piaget's stages of cognitive development. In M. Orey (Ed.), <\/span><em><span class=\"c6\">Emerging perspectives on learning, teaching, and technology. <\/span><\/em><span class=\"c9\">Retrieved from <\/span><span class=\"c9 c17\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/epltt.coe.uga.edu\/index.php?title%3DPiaget%2527s_Stages&amp;sa=D&amp;source=editors&amp;ust=1668982031767435&amp;usg=AOvVaw0aaWxPZDVEjba010ZfYzY9\">http:\/\/epltt.coe.uga.edu\/index.php?title=Piaget%27s_Stages<\/a>\n<\/span><\/p>\n<p class=\"c2\"><strong><span class=\"c3\">Peer-Reviewed Journal Articles<\/span><\/strong><\/p>\n<p class=\"c2\"><span class=\"c9\">Asokan, S., Surendran, S., Asokan, S., &amp; Nuvvula, S. (2014). Relevance of Piaget's cognitive principles among 4-7 years old children: A descriptive cross-sectional study. <\/span><span class=\"c6\"><em>Journal of the Indian Society of Pedodontics and Preventive Dentistry<\/em>, <\/span><span class=\"c1\">32(4), 292-296.<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Brizuela, B. M. (1997). The essential Piaget: An interpretive reference and guide. <\/span><span class=\"c6\"><em>Harvard Educational Review<\/em>, <\/span><span class=\"c1\">67(4),<\/span><span class=\"c1\">835-836.<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Ewing, J. C., Foster, D. D., &amp; Whittington, M. S. (2011). Explaining student cognition during class sessions in the context: Piaget's theory of cognitive development. <\/span><span class=\"c6\"><em>NACTA Journal<\/em>, <\/span><span class=\"c1\">55(1), 68-75.<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Murray, L. A. (1996). Cognitive development today: Piaget and his critics. <\/span><span class=\"c6\"><em>British Journal of Psychology<\/em>, 87, <\/span><span class=\"c9\">166. <\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. <\/span><span class=\"c6\"><em>Human Development<\/em>, 51(1),<\/span><span class=\"c9\">40-47. <\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Vidal, F. (1997). Towards re-reading Jean Piaget. <\/span><span class=\"c6\"><em>Human Development<\/em>, 40 <\/span><span class=\"c1\">(2), 124-126.<\/span><\/p>\n<p class=\"c2\"><strong><span class=\"c3\">Books at Dalton State College Library<\/span><\/strong><\/p>\n<p class=\"c2\"><span class=\"c9\">Ginsburg, H., &amp; Opper, S. J. A. (1979). <\/span><em><span class=\"c6\">Piaget's theory of intellectual development <\/span><\/em><span class=\"c1\">(2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Piaget, J., Gruber, H. E., &amp; Voneche, J. J. (1977). <\/span><span class=\"c6\"><em>The essential Piaget<\/em>. <\/span><span class=\"c9\">New York, NY: Basic Books. Wadsworth, B. J. (1978).\u00a0 <\/span><span class=\"c6\"><em>Piaget for the classroom teacher<\/em>. <\/span><span class=\"c9\">New York, NY: Longman. <\/span><\/p>\n<p class=\"c2\"><strong><span class=\"c3\">Interactive Tutorials and Videos<\/span><\/strong><\/p>\n<p class=\"c2\"><span class=\"c9\">Carlsen, M. (2009). Piaget's concrete operational stage. Retrieved from<\/span><span class=\"c17 c9\">\n<a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3Dj4lvQfhuNmg%26list%3DPL976A9DDD10EA209D&amp;sa=D&amp;source=editors&amp;ust=1668982031769937&amp;usg=AOvVaw0Ik76iOUtA1d_lUbDFs2aa\">https:\/\/www.youtube.com\/watch?v=j4lvQfhuNmg&amp;list=PL976A9DDD10EA209D<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Cognitive development. (1995). Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/digital.films.com.transcoder.daltonstate.edu\/PortalPlaylists.aspx?aid%3D8691%26xtid%3D6013&amp;sa=D&amp;source=editors&amp;ust=1668982031770381&amp;usg=AOvVaw0Mf4LmPJ56Glztwtl1-Xbt\">Films <\/a><\/span><span class=\"c1\">on Demand Database.<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">McQuillen, M. (2009). Stages 3 and 4 of Piaget's 4 stages of cognitive development. Retrieved from <\/span>\n<span class=\"c17 c9\">\n<a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.sophia.org\/tutorials\/piagets-4-stages-of-cognitive-development-sensorim&amp;sa=D&amp;source=editors&amp;ust=1668982031770802&amp;usg=AOvVaw32z0zcWwRcIr7386UBx4Fj\">http:\/\/www.sophia.org\/tutorials\/piagets-4-stages-of-cognitive-development-sensorim<\/a>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Piaget's developmental theory: An overview. (n.d.). Retrieved from<\/span>\n<span class=\"c17 c9\">\n<a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/youtu.be\/QX6JxLwMJeQ&amp;sa=D&amp;source=editors&amp;ust=1668982031771250&amp;usg=AOvVaw3UAuQo1YGOkmeCSmYuKkoN\">\u00a0http:\/\/youtu.be\/QX6JxLwMJeQ<\/a>\n<\/span><\/p>\n<p class=\"c37 c40\"><span class=\"c18 c23\">\u00a0<\/span><\/p>","rendered":"<p class=\"c2\"><span class=\"c3\">At the end of this chapter, you will be able to: <\/span><\/p>\n<ul class=\"c27 lst-kix_vfp3gy5bss2u-0 start\">\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Identify key elements of Piaget\u2019s cognitive development theory<\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Explain how Piaget\u2019s cognitive development theory can be utilized to support instruction<\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Summarize the criticisms of Piaget\u2019s cognitive development theory and educational implications<\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Explain how equity is impacted by Piaget\u2019s cognitive development theory<\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Identify classroom strategies to support the use of Piaget\u2019s cognitive development theory <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Develop a plan to implement Piagets\u2019s cognitive development theory<\/span><\/li>\n<\/ul>\n<p class=\"c14\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 360.50px;height: 233.45px\"><br \/>\n<img decoding=\"async\" class=\"alignnone\" style=\"width: 360.50px;height: 233.45px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2022\/10\/image5-1.png\" alt=\"\" \/><br \/>\n<\/span><\/p>\n<h6 class=\"c14\"><span class=\"c1\" style=\"color: #000000\">Image 2.1<\/span><\/h6>\n<h6 class=\"c14\"><span class=\"c1\" style=\"color: #000000\"><strong>SCENARIO:<\/strong><br \/>\nMaria is a paraprofessional working in a busy elementary school. She travels from classroom to classroom throughout her day working with students who just need a little extra help. When working with Kinders, the focus is on language, naming colors, numbers and objects in the room. Maria loves the silly songs they sing with the kinders, especially helping them learn to count. When she moves to the 4th grade, the kids are already learning the times tables and talking about the main idea of a story. Maria appreciates the questions students ask as they process the story they are reading as a group. Maria understands that students are able to handle different kinds of tasks as they move through the grades.<\/span><\/h6>\n<p class=\"c2\"><span class=\"c18 c6\">As you read this chapter on the stages of cognitive development, consider how more specific knowledge of cognitive developmental stages could help Maria more effectively assist her students at different stages of development.\u00a0<\/span><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Piaget&#39;s Developmental Theory: an Overview (Davidson FIlms, Inc.)\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/QX6JxLwMJeQ?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h6 class=\"c2\"><span style=\"color: #000000\">Video 2.1<\/span><\/h6>\n<h2 class=\"c2 c26\"><span class=\"c3\" style=\"color: #000000\">Introduction<\/span><\/h2>\n<h6 class=\"c2 c26\" style=\"padding-left: 120px;text-align: right\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 194.00px;height: 259.00px\"><img decoding=\"async\" class=\"alignright\" style=\"width: 194.00px;height: 259.00px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image7-1.png\" alt=\"\" \/><span style=\"color: #000000;font-size: 1.125em\">Image 2.2<\/span><\/span><\/h6>\n<p class=\"c2\"><span class=\"c9\">Jean Piaget (1896-1980), a Swiss psychologist, is best known for his pioneering work on the development of intelligence in children. His studies have had a major impact on the fields of psychology and education. In his work Piaget identified the child&#8217;s four stages of mental growth. Among Piaget&#8217;s many books are <\/span><span class=\"c6\">The Language and Thought of the Child <\/span><span class=\"c9\">(1926), <\/span><span class=\"c6\">Judgment and Reasoning in the Child <\/span><span class=\"c9\">(1928), <\/span><span class=\"c6\">The Origin of Intelligence in Children <\/span><span class=\"c9\">(1954), <\/span><span class=\"c6\">The Early Growth of Logic in the Child <\/span><span class=\"c9\">(1964), and <\/span><br \/>\n<span class=\"c6\">Science of Education and the Psychology of the Child <\/span><span class=\"c1\">(1970).<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">From his observation of children, Piaget understood that children were creating ideas. They were not limited to receiving knowledge from parents or teachers; they actively constructed their own knowledge. Piaget&#8217;s work provides the foundation on which constructionist theories are based. <\/span><span class=\"c6 c25\">Constructionists <\/span><span class=\"c6\">believe that knowledge is constructed and learning occurs when children create products or artifacts. <\/span><span class=\"c1\">They assert that learners are more likely to be engaged in learning when these artifacts are personally relevant and meaningful (Constructivism, n.d.).<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">In studying the cognitive development of children and adolescents, Piaget identified four major stages: <\/span><\/p>\n<ol class=\"c27 lst-kix_25953tmlx5x4-0 start\" start=\"1\">\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">sensorimotor <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">pre-operational<\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">concrete operational\u00a0 <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\">formal operational<\/li>\n<\/ol>\n<p>Piaget believed all children pass through these phases to advance to the next level of cognitive development. In each stage, children demonstrate new intellectual abilities and increasingly complex understanding of the world. Stages cannot be &#8220;skipped;&#8221; intellectual development always follows this sequence. The ages at which children progress through the stages are averages-they vary with the environment and background of individual children. At any given time, a child may exhibit behaviors characteristic of more than one stage.<\/p>\n<p class=\"c2\"><em><span style=\"color: #000000\"><span class=\"c6\">Figure 2.1 <span class=\"c1\">Stages of Cognitive Development<\/span><\/span><\/span><\/em><br \/>\n<span class=\"c1\" style=\"color: #000000\">The inspiration web below illustrates Piaget&#8217;s four cognitive development stages: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (adolescence-adulthood). Illustrated by Tiffany Davis, Meghann Hummel, and Kay Sauers (2006).<\/span><\/p>\n<p class=\"c2\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 622.27px;height: 277.73px\"><br \/>\n<img decoding=\"async\" style=\"width: 622.27px;height: 277.73px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image4.jpg\" alt=\"A flowchart showing Piaget's Cognitive Development Stages. The first stage is the sensorimotor stage, from birth till 2 years old. Next is the preoperational stage, from 2 to 7 years old. Next is concrete operational stage, from 7 to 11 years old. The last stage is the formal operational stage, from adolescence to adulthood.\" \/><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">Piaget believed that intellectual development was a lifelong process, but that when formal operational thought was attained, no new structures were needed. Intellectual development in adults involves developing more complex schemas through the addition of knowledge.<\/span><\/p>\n<h6><span style=\"color: #000000\">Figure 2.2<\/span><\/h6>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c22\">\n<td class=\"c24\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><strong><span class=\"c3\">Piaget\u2019s Cognitive Development Stages <\/span><\/strong><\/p>\n<\/td>\n<td class=\"c8\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><strong><span class=\"c3\">Overview <\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c24\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><span class=\"c1\"><strong>Sensorimotor (birth &#8211; 2 years)<\/strong> \u00a0<\/span><\/p>\n<\/td>\n<td class=\"c8\" colspan=\"1\" rowspan=\"1\">\n<ul class=\"c27 lst-kix_zhfiiova78jl-0 start\">\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">The use of motor activity without the use of symbols. <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Knowledge is limited in this stage- based on physical interactions and experiences<\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Infants cannot predict reaction-must constantly experiment, learning \u00a0through trial and error. <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Such exploration might include shaking a rattle or putting objects in the mouth. <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">As they become more mobile, infants&#8217; ability to develop cognitively increases. <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Early language development begins during this stage. <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Object permanence occurs at 7-9 months, demonstrating that memory is developing. Infants realize that an object exists after it can no longer be seen.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c24\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><strong><span class=\"c1\">Preoperational (2 -7 years) <\/span><\/strong><\/p>\n<\/td>\n<td class=\"c8\" colspan=\"1\" rowspan=\"1\">\n<ul class=\"c27 lst-kix_1lxnev45hrgt-0 start\">\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Children begin to use language; memory and imagination also develop.<\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Children engage in make believe <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">They can understand and express relationships between the past and the future. <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">More complex concepts, such as cause and effect relationships, have not been learned. Intelligence is egocentric and intuitive, not logical.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c24\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><strong><span class=\"c1\">Concrete Operational (7-11 years) <\/span><\/strong><\/p>\n<\/td>\n<td class=\"c8\" colspan=\"1\" rowspan=\"1\">\n<ul class=\"c27 lst-kix_5h6uw3kgha8j-0 start\">\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Intellectual development in this stage is demonstrated through the use of logical and systematic manipulation of symbols, which are related to concrete objects.<\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Thinking becomes less egocentric with increased awareness of external events, and involves concrete references.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr class=\"c22\">\n<td class=\"c24\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c2\"><strong><span class=\"c1\">Formal Operational (adolescence to adulthood)<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c8\" colspan=\"1\" rowspan=\"1\">\n<ul class=\"c27 lst-kix_pkybbycgmcp6-0 start\">\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Adolescents and adults use symbols related to abstract concepts. <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Adolescents can think about multiple variables in systematic ways, can formulate hypotheses, and think about abstract relationships and concepts.<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table class=\"c13\">\n<tbody>\n<tr class=\"c22\">\n<td class=\"c16\" colspan=\"1\" rowspan=\"1\">\n<h2 class=\"c2\"><span class=\"c3\" style=\"color: #003366\">Reflection Question: <\/span><\/h2>\n<h5 class=\"c2\"><span class=\"c3\" style=\"color: #000000\">How would you utilize these developmental stages to support student success?<\/span><\/h5>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c14 c32\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 324.14px;height: 224.50px\"><img decoding=\"async\" class=\"alignleft\" style=\"width: 324.14px;height: 224.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image8-2.png\" alt=\"\" \/><\/span><\/p>\n<h6 class=\"c14 c32\"><span class=\"c7 c21\" style=\"color: #000000\">Image 2.3<\/span><\/h6>\n<p class=\"c2\"><span class=\"c7 c21\">In the following video, Piaget\u2019s concept of how children learn and construct meaning is explained. A child is introduced to new <\/span><span class=\"c20 c7\">schema <\/span><span class=\"c7 c21\">and experiences <\/span><span class=\"c20 c7\">disequilibrium <\/span><span class=\"c7 c21\">until they <\/span><span class=\"c7 c20\">assimilate <\/span><span class=\"c7 c21\">the new information and come to state of <\/span><span class=\"c20 c7\">equilibrium.<\/span><\/p>\n<p class=\"c2\"><span class=\"c20 c7\"><strong>Accommodation<\/strong> <\/span><span class=\"c15 c7\">occurs when new information is incorporated into the old schema. Learning is a process of moving through disequilibrium to a state of equilibrium.<\/span><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Illustration of Schema, Assimilation, &amp; Accommodation\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/3-A9SgbAK5I?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<h6><span class=\"c7 c11\" style=\"color: #000000\">Video 2.2: Illustration of Schema, Assimilation, &amp; Accommodation<\/span><\/h6>\n<h6 class=\"c2\"><span class=\"c9\" style=\"color: #000000\">Figure 2.3 Assimilation Process<\/span><br \/>\n<span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 542.50px;height: 374.71px\"><br \/>\n<img decoding=\"async\" class=\"\" style=\"width: 1064px;height: 737px;margin-left: 0px;margin-top: 0px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image2.jpg\" alt=\"A comic explaining the assimilation process in a child. The child processes new information about a dog, such as &quot;barks&quot; and &quot;lick&quot;, and assimilates it in the dog schema.\" \/><br \/>\n<\/span><\/h6>\n<p class=\"c2\"><span class=\"c1\">In Figure 2.3 when the parent reads to the child about dogs, the child constructs a schema about dogs. Later, the child sees a dog in the park; through the process of assimilation the child expands his\/her understanding of what a dog is. When the dog barks, the child experiences disequilibria because the child&#8217;s schema did not include barking. Then the child discovers the dog is furry, and it licks the child&#8217;s hand. Again, the child experiences disequilibria. By adding the newly discovered information to the existing schema the child is actively constructing meaning. At this point the child seeks reinforcement from the parent. The parent affirms and reinforces the new information. Through assimilation of the new information the child returns to a state of equilibrium. <\/span><\/p>\n<h6 class=\"c2\"><span class=\"c1\" style=\"color: #000000\">Figure 2.4. Accommodation Process<\/span><\/h6>\n<p class=\"c2\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 624.00px;height: 294.67px\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"width: 1065px;height: 540px;margin-left: 0px;margin-top: 0px\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image6-1.jpg\" alt=\"A comic explaining the accommodation process in a child. When a child sees a cat, they try to fit it in the dog schema but fail to do so. They then create a new schema for a cat.\" width=\"1301\" height=\"613\" \/><br \/>\n<\/span><\/p>\n<p>&nbsp;<\/p>\n<p class=\"c2\"><span class=\"c1\">In Figure 2.4. the process of accommodation occurs when the child sees a cat in the park. A new schema must be formed, because the cat has many traits of the dog, but because the cat meows and then climbs a tree the child begins to actively construct new meaning. Again, the parent reinforces that this is a cat to resolve the child&#8217;s disequilibrium. A new schema about cats is then formed and the child returns to a state of equilibrium.<\/span><\/p>\n<table class=\"c13\">\n<tbody>\n<tr class=\"c22\">\n<td class=\"c16\" colspan=\"1\" rowspan=\"1\">\n<h2 class=\"c2\"><span class=\"c3\" style=\"color: #003366\">Reflection Question: <\/span><\/h2>\n<h5 class=\"c2\"><span class=\"c3\" style=\"color: #000000\">How can assimilation and accommodation support instruction? <\/span><\/h5>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 class=\"c2\"><span class=\"c3\" style=\"color: #000000\">Criticisms of Piaget&#8217;s Cognitive Development Theory<\/span><\/h2>\n<p class=\"c2\"><span class=\"c1\">Researchers during the 1960&#8217;s and 1970&#8217;s identified shortcomings in Piaget&#8217;s theory: <\/span><\/p>\n<ol class=\"c27 lst-kix_s8funs5ipgcw-0 start\" start=\"1\">\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">By describing tasks with confusing abstract terms and using overly difficult tasks, Piaget underestimated children&#8217;s abilities. Researchers have found that young children can succeed on simpler forms of tasks requiring the same skills.<\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">Piaget&#8217;s theory predicts that thinking within a particular stage would be similar across tasks. In other words, preschool children should perform at the preoperational level in all cognitive tasks. Research has shown much more diversity in children&#8217;s thinking across cognitive tasks. <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c1\">According to Piaget, efforts to teach children developmentally advanced concepts would be unsuccessful. Researchers have found that in some instances, children often learn more advanced concepts with relatively brief instruction. Researchers now believe that children may be more competent than Piaget originally thought, especially in their practical knowledge. <\/span><\/li>\n<\/ol>\n<h2 class=\"c2\"><span class=\"c3\" style=\"color: #000000\">Educational Implications<\/span><\/h2>\n<p class=\"c2\"><span class=\"c9\">An important implication of Piaget&#8217;s theory is adaptation of instruction to the learner&#8217;s developmental level. The content of instruction needs to be consistent with the developmental level of the learner. The teacher&#8217;s role is to facilitate learning by providing a variety of experiences. <\/span><\/p>\n<p class=\"c2\"><span class=\"c6 c25\">&#8220;Discovery Learning&#8221; <\/span><span class=\"c1\">provides opportunities for learners to explore and experiment, thereby encouraging new understandings (Kafia &amp; Resnick, 1996). Opportunities that allow students of differing cognitive levels to work together often encourage less mature students to advance to a more mature understanding. One further implication for instruction is the use of concrete &#8220;hands on&#8221; experiences to help children learn.<\/span><\/p>\n<p><span class=\"c3 pullquote-right\">It is important to consider the developmental stages of students and adapt instruction to support students in progressing both academically and socially.<\/span><\/p>\n<p class=\"c2\"><span class=\"c3\">Additional suggestions include:<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Provide concrete props and visual aids, such as models and\/or time line;<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Use familiar examples to facilitate learning more complex ideas, such as story problems in math;<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Allow opportunities to classify and group information with increasing complexity; use outlines and hierarchies to facilitate assimilating new information with previous knowledge; and<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Present problems that require logical analytic thinking; the use of tools such as &#8220;brain teasers&#8221; is encouraged.<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">Huitt and Hummel (1998) asserted that only 35% of high school graduates in industrialized countries obtain formal operations and many people do not think formally during adulthood. <\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">This is significant in terms of developing instruction and performance support tools for students who are chronologically adults, but may be limited in their understanding of abstract concepts. <\/span><\/p>\n<p class=\"c2\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 415.50px;height: 277.00px\"><img decoding=\"async\" class=\"alignleft\" style=\"width: 415.50px;height: 277.00px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image1-2.png\" alt=\"\" \/><br \/>\n<\/span><\/p>\n<h6 class=\"c14\"><span class=\"c1\" style=\"color: #000000\">Image 2.4<\/span><\/h6>\n<p class=\"c14\"><span class=\"c3\">For both adolescent and adult learners, it is important to use these instructional strategies:<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Use visual aids and models;<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Provide opportunities to discuss social, political, and cultural issues; and<\/span><\/p>\n<p class=\"c2\"><span class=\"c1\">\u2022 Teach broad concepts rather than facts, and to situate these in a context meaningful and relevant to the learner.<\/span><\/p>\n<p class=\"c14\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 215.50px;height: 215.50px\"><img decoding=\"async\" class=\"alignright\" style=\"width: 215.50px;height: 215.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image3-2.png\" alt=\"\" \/><br \/>\n<\/span><\/p>\n<h6 class=\"c14\" style=\"text-align: right\"><span class=\"c1\" style=\"color: #000000\">Image 2.5 <\/span><\/h6>\n<p class=\"c14\"><strong><span class=\"c3\">Chapter Discussion Questions: <\/span><\/strong><\/p>\n<ul class=\"c27 lst-kix_53l9neh0fpok-0 start\">\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">Explain the benefits of using Piaget\u2019s cognitive development stages to support students.<\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">How would you summarize Piaget\u2019s cognitive development stages? <\/span><\/li>\n<li class=\"c2 c19 li-bullet-0\"><span class=\"c3\">How would you use Piaget\u2019s cognitive developmental stages to support your students (or the student in Mr. M\u2019s class)?<\/span><\/li>\n<\/ul>\n<h2><\/h2>\n<h2 id=\"h.iga6a8pyjnzw\" class=\"c2 c26\"><span style=\"color: #000000\"><strong><span class=\"c3\">ATTRIBUTIONS<\/span><\/strong><\/span><\/h2>\n<p class=\"c2\"><span class=\"c9\">Image 2.1: <\/span><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/picryl.com\/media\/navy-chief-reads-with-students-at-kostrena-elementary-school-af6224&amp;sa=D&amp;source=editors&amp;ust=1668982031754345&amp;usg=AOvVaw34HEKwACr9aK-r3A7CHhf3\">&#8220;Navy chief reads with students at Kostrena Elementary School.&#8221;<\/a><span class=\"c7\">by <\/span><span class=\"c7 c12\">US Navy <\/span><span class=\"c7\">is licensed under <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668982031754784&amp;usg=AOvVaw2fLXsj4DEcKAVIgFm-YzPt\">CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c9\">Image 2.2: <\/span><span class=\"c7 c12\">&#8220;Piaget jean&#8221; <\/span><span class=\"c7\">by <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/ihttps\/\/www.google.com\/url?sa%3Di%26url%3Dhttps%253A%252F%252Fcommons.wikimedia.org%252Fwiki%252FFile%253APiaget_jean.jpg%26psig%3DAOvVaw0hQmw4APTARioE2DKBBira%26ust%3D1664491542169000%26source%3Dimages%26cd%3Dvfe%26ved%3D0CAkQjRxqFwoTCLD9pa7IuPoCFQAAAAAdAAAAABAD&amp;sa=D&amp;source=editors&amp;ust=1668982031755478&amp;usg=AOvVaw3MoRj6wE4a-0ZCxSJxrnaT\">wikipedia <\/a><\/span><span class=\"c7\">is licensed under <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668982031755783&amp;usg=AOvVaw2XKuVXQMMXAaRdUtlHux_K\">CC BY 4.0 <\/a><\/span><span class=\"c5 c29\">&lt;a&gt;&#8221;Piaget jean&#8221;&lt;\/a&gt; by &lt;a <\/span><\/p>\n<p class=\"c0\"><span class=\"c5 c29\">I<\/span><span class=\"c9\">mage 2.3: <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/myfwcmedia\/10439464995&amp;sa=D&amp;source=editors&amp;ust=1668982031756418&amp;usg=AOvVaw2SeSBam61cM5BArijN5dHj\">&#8220;Parents Teaching&#8221; <\/a><\/span><span class=\"c7\">by <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/myfwcmedia\/10439464995&amp;sa=D&amp;source=editors&amp;ust=1668982031756764&amp;usg=AOvVaw17i05_Ar6NF6XfUJKas2QQ\">Florida Fish and Wildlife <\/a><\/span><span class=\"c7\">is licensed under <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668982031757041&amp;usg=AOvVaw2UJ0C6s_5cnQyf9etyv_EY\">CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c9\">Image 2.4: <\/span><span class=\"c7 c12\">&#8220;India: Student uses manipulatives to solve a math problem&#8221;<\/span><span class=\"c7\">by <\/span><span class=\"c7 c12\">GGlobal Partnership for Education <\/span><span class=\"c7\">is licensed under <\/span><br \/>\n<span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668982031757649&amp;usg=AOvVaw2Awv37DQ5T8CC3g6eI_jE5\">CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c9\">Image 2.5: <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/favpng.com\/png_view\/sigmund-freud-jean-piaget-clip-art-piagets-theory-of-cognitive-development-image-computer-icons-png\/h9CSZYVM&amp;sa=D&amp;source=editors&amp;ust=1668982031758219&amp;usg=AOvVaw2s7gMYBkS0bGw2z1H3mmiy\">&#8220;jean piaget clip art&#8221; <\/a><\/span><span class=\"c7\">is licensed under <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668982031758491&amp;usg=AOvVaw2MJSGLJ9nrMQAQW_GLDYxw\">CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">\u00a0<\/span><span class=\"c3\">FILMS:<\/span><\/p>\n<p id=\"h.5cs6fz3uq7ur\" class=\"c2 c4\"><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DQX6JxLwMJeQ&amp;sa=D&amp;source=editors&amp;ust=1668982031759050&amp;usg=AOvVaw0iS14DC1tEOMr96Brm5V7E\">&#8220;Piaget&#8217;s Developmental Theory: an Overview (Davidson FIlms, Inc.)&#8221; <\/a><\/span><span class=\"c7 c36\">by <\/span><span class=\"c7 c12\">youtube <\/span><span class=\"c7 c36\">is in the <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/wiki.creativecommons.org\/Public_domain&amp;sa=D&amp;source=editors&amp;ust=1668982031759368&amp;usg=AOvVaw1HbSH_Zh7PD0UengZ78lun\">Public Domain<\/a><\/span><\/p>\n<p class=\"c2 c4\"><span class=\"c7 c33\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3D3-A9SgbAK5I%26t%3D1s&amp;sa=D&amp;source=editors&amp;ust=1668982031759808&amp;usg=AOvVaw2FvfF_SU_TjBu6K97OJmRb\">&#8220;Illustration of Schema, Assimilation, &amp; Accommodation&#8221;<\/a><\/span><span class=\"c7\">by <\/span><span class=\"c7 c12\">youtube<\/span><span class=\"c7\">is in the <\/span><span class=\"c5\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/wiki.creativecommons.org\/Public_domain&amp;sa=D&amp;source=editors&amp;ust=1668982031760331&amp;usg=AOvVaw2UhimhgQI6HGBX_OyEtPj7\">Public Domain<\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<h2 class=\"c2 c26\"><span style=\"color: #000000\"><strong><span class=\"c3\">REFERENCES<\/span><\/strong><\/span><\/h2>\n<p class=\"c2\"><span class=\"c1\">Illustrated by Tiffany Davis, Meghann Hummel, and Kay Sauers (2006) <\/span><span class=\"c9\">Constructivism. (n.d.). Retrieved from<\/span><br \/>\n<span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edwebproject.org\/constructivism.html&amp;sa=D&amp;source=editors&amp;ust=1668982031761546&amp;usg=AOvVaw2FBqC2XXntv38SQc6rftaY\">\u00a0http:\/\/www.edwebproject.org\/constructivism.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Department of Educational Psychology and Instructional Technology University of Georgia. (2012, September 25). Illustration of Schema, Assimilation, &amp; Accommodation [Video file]. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/youtu.be\/3-A9SgbAK5I&amp;sa=D&amp;source=editors&amp;ust=1668982031761991&amp;usg=AOvVaw2Lbsq1rG91cwiCaTO2i9uF\">https:\/\/youtu.be\/3-A9SgbAK5I<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Huitt, W., &amp; Hummel, J. (1998). Cognitive development. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/cognition\/piaget.html&amp;sa=D&amp;source=editors&amp;ust=1668982031762499&amp;usg=AOvVaw2qBp_iw9L0C3RjWQArIYv0\">http:\/\/www.edpsycinteractive.org\/topics\/cognition\/piaget.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Kafia, Y. B., &amp; Resnick, M. (1996). Introduction. In Y. Kafai &amp; M. Resnick. (Eds.), <\/span><span class=\"c6\"><em>Construction in practice designing, thinking and learning in a digital world<\/em>. <\/span><span class=\"c1\">Mahwah, NJ: Lawrence Erlbaum Associated Publisher.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2 class=\"c2 c26\"><span style=\"color: #000000\"><strong><span class=\"c3\">ADDITIONAL READING<\/span><\/strong><\/span><\/h2>\n<p class=\"c2\"><strong><span class=\"c3\">Credible Articles on the Internet<\/span><\/strong><\/p>\n<p class=\"c2\"><span class=\"c9\">Atherton, J. S. (2013). Learning and teaching: Piaget&#8217;s developmental theory. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.learningandteaching.info\/learning\/piaget.htm&amp;sa=D&amp;source=editors&amp;ust=1668982031763702&amp;usg=AOvVaw1yGb0ZyjNaL1vyNm5J1_bz\">http:\/\/www.learningandteaching.info\/learning\/piaget.htm<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Campbell, R. (2006). Jean Piaget&#8217;s genetic epistemology: Appreciation and critique. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/campber.people.clemson.edu\/piaget.html&amp;sa=D&amp;source=editors&amp;ust=1668982031764316&amp;usg=AOvVaw2UkFb67GqZDmSg_SybQ7dm\">http:\/\/campber.people.clemson.edu\/piaget.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Cole, M., &amp; Wertsch, J. (1996). Beyond the individual-social antimony in discussions of Piaget and Vygotsky. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.massey.ac.nz\/~alock\/virtual\/colevyg.htm&amp;sa=D&amp;source=editors&amp;ust=1668982031764736&amp;usg=AOvVaw1ZK7IaHqKwXcRQYkT6q1e_\">http:\/\/www.massey.ac.nz\/~alock\/virtual\/colevyg.htm<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Huitt, W. (2004). Observational (social) learning: An overview. <\/span><span class=\"c6\"><em>Educational Psychology Interactive<\/em>. <\/span><span class=\"c9\">Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/soccog\/soclrn.html&amp;sa=D&amp;source=editors&amp;ust=1668982031765210&amp;usg=AOvVaw3q__7cwwLZZPHzR-OsNzaF\">http:\/\/www.edpsycinteractive.org\/topics\/soccog\/soclrn.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Huitt, W., &amp; Hummel, J. (2003). Piaget&#8217;s theory of cognitive development. <\/span><span class=\"c6\"><em>Educational Psychology Interactive<\/em>. <\/span><span class=\"c9\">Faldosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/cognition\/piaget.html&amp;sa=D&amp;source=editors&amp;ust=1668982031765657&amp;usg=AOvVaw0PnrFuzTekmZs96-mdQ_LH\">http:\/\/www.edpsycinteractive.org\/topics\/cognition\/piaget.html <\/a><br \/>\n<\/span><br \/>\n<span class=\"c9\">McLeod, S. A. (2009). Jean Piaget. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.simplypsychology.org\/piaget.html&amp;sa=D&amp;source=editors&amp;ust=1668982031765920&amp;usg=AOvVaw3eh2Vi8IpR6_2BnLbYJUvv\">http:\/\/www.simplypsychology.org\/piaget.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. <\/span><span class=\"c6\"><em>Journal of Research in Science Teaching<\/em>, 2, <\/span><span class=\"c9\">176-186. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/tea.3660020306\/pdf&amp;sa=D&amp;source=editors&amp;ust=1668982031766494&amp;usg=AOvVaw3iQZXMlcs0b04g2alRmViL\">http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/tea.3660020306\/pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Presnell, F. (1999). Muskingum university department of psychology. Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/muskingum.edu\/~psych\/psycweb\/history\/piaget.htm&amp;sa=D&amp;source=editors&amp;ust=1668982031766995&amp;usg=AOvVaw1lCXE3hydvF_G4yvghhHk6\">http:\/\/muskingum.edu\/~psych\/psycweb\/history\/piaget.htm<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Wood, K. C., Smith, H., &amp; Grossniklaus, D. (2001). Piaget&#8217;s stages of cognitive development. In M. Orey (Ed.), <\/span><em><span class=\"c6\">Emerging perspectives on learning, teaching, and technology. <\/span><\/em><span class=\"c9\">Retrieved from <\/span><span class=\"c9 c17\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/epltt.coe.uga.edu\/index.php?title%3DPiaget%2527s_Stages&amp;sa=D&amp;source=editors&amp;ust=1668982031767435&amp;usg=AOvVaw0aaWxPZDVEjba010ZfYzY9\">http:\/\/epltt.coe.uga.edu\/index.php?title=Piaget%27s_Stages<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><strong><span class=\"c3\">Peer-Reviewed Journal Articles<\/span><\/strong><\/p>\n<p class=\"c2\"><span class=\"c9\">Asokan, S., Surendran, S., Asokan, S., &amp; Nuvvula, S. (2014). Relevance of Piaget&#8217;s cognitive principles among 4-7 years old children: A descriptive cross-sectional study. <\/span><span class=\"c6\"><em>Journal of the Indian Society of Pedodontics and Preventive Dentistry<\/em>, <\/span><span class=\"c1\">32(4), 292-296.<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Brizuela, B. M. (1997). The essential Piaget: An interpretive reference and guide. <\/span><span class=\"c6\"><em>Harvard Educational Review<\/em>, <\/span><span class=\"c1\">67(4),<\/span><span class=\"c1\">835-836.<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Ewing, J. C., Foster, D. D., &amp; Whittington, M. S. (2011). Explaining student cognition during class sessions in the context: Piaget&#8217;s theory of cognitive development. <\/span><span class=\"c6\"><em>NACTA Journal<\/em>, <\/span><span class=\"c1\">55(1), 68-75.<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Murray, L. A. (1996). Cognitive development today: Piaget and his critics. <\/span><span class=\"c6\"><em>British Journal of Psychology<\/em>, 87, <\/span><span class=\"c9\">166. <\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. <\/span><span class=\"c6\"><em>Human Development<\/em>, 51(1),<\/span><span class=\"c9\">40-47. <\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Vidal, F. (1997). Towards re-reading Jean Piaget. <\/span><span class=\"c6\"><em>Human Development<\/em>, 40 <\/span><span class=\"c1\">(2), 124-126.<\/span><\/p>\n<p class=\"c2\"><strong><span class=\"c3\">Books at Dalton State College Library<\/span><\/strong><\/p>\n<p class=\"c2\"><span class=\"c9\">Ginsburg, H., &amp; Opper, S. J. A. (1979). <\/span><em><span class=\"c6\">Piaget&#8217;s theory of intellectual development <\/span><\/em><span class=\"c1\">(2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Piaget, J., Gruber, H. E., &amp; Voneche, J. J. (1977). <\/span><span class=\"c6\"><em>The essential Piaget<\/em>. <\/span><span class=\"c9\">New York, NY: Basic Books. Wadsworth, B. J. (1978).\u00a0 <\/span><span class=\"c6\"><em>Piaget for the classroom teacher<\/em>. <\/span><span class=\"c9\">New York, NY: Longman. <\/span><\/p>\n<p class=\"c2\"><strong><span class=\"c3\">Interactive Tutorials and Videos<\/span><\/strong><\/p>\n<p class=\"c2\"><span class=\"c9\">Carlsen, M. (2009). Piaget&#8217;s concrete operational stage. Retrieved from<\/span><span class=\"c17 c9\"><br \/>\n<a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3Dj4lvQfhuNmg%26list%3DPL976A9DDD10EA209D&amp;sa=D&amp;source=editors&amp;ust=1668982031769937&amp;usg=AOvVaw0Ik76iOUtA1d_lUbDFs2aa\">https:\/\/www.youtube.com\/watch?v=j4lvQfhuNmg&amp;list=PL976A9DDD10EA209D<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Cognitive development. (1995). Retrieved from <\/span><span class=\"c17 c9\"><a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/digital.films.com.transcoder.daltonstate.edu\/PortalPlaylists.aspx?aid%3D8691%26xtid%3D6013&amp;sa=D&amp;source=editors&amp;ust=1668982031770381&amp;usg=AOvVaw0Mf4LmPJ56Glztwtl1-Xbt\">Films <\/a><\/span><span class=\"c1\">on Demand Database.<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">McQuillen, M. (2009). Stages 3 and 4 of Piaget&#8217;s 4 stages of cognitive development. Retrieved from <\/span><br \/>\n<span class=\"c17 c9\"><br \/>\n<a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.sophia.org\/tutorials\/piagets-4-stages-of-cognitive-development-sensorim&amp;sa=D&amp;source=editors&amp;ust=1668982031770802&amp;usg=AOvVaw32z0zcWwRcIr7386UBx4Fj\">http:\/\/www.sophia.org\/tutorials\/piagets-4-stages-of-cognitive-development-sensorim<\/a><br \/>\n<\/span><\/p>\n<p class=\"c2\"><span class=\"c9\">Piaget&#8217;s developmental theory: An overview. (n.d.). Retrieved from<\/span><br \/>\n<span class=\"c17 c9\"><br \/>\n<a class=\"c10\" href=\"https:\/\/www.google.com\/url?q=http:\/\/youtu.be\/QX6JxLwMJeQ&amp;sa=D&amp;source=editors&amp;ust=1668982031771250&amp;usg=AOvVaw3UAuQo1YGOkmeCSmYuKkoN\">\u00a0http:\/\/youtu.be\/QX6JxLwMJeQ<\/a><br \/>\n<\/span><\/p>\n<p class=\"c37 c40\"><span class=\"c18 c23\">\u00a0<\/span><\/p>\n","protected":false},"author":29,"menu_order":7,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-28","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/users\/29"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/28\/revisions"}],"predecessor-version":[{"id":29,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/28\/revisions\/29"}],"part":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/28\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/media?parent=28"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapter-type?post=28"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/contributor?post=28"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/license?post=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}