Explain Piaget's Cognitive Development

How do kids reason? (Piaget’s preoperational thought)
According to Piaget, “he called cognitive development between about 2 and 6 years preoperational intelligence, a time for symbolic thoughts, especially language and imagination.” Children do not use logical operations-reasoning processes during this time. In other words, things do not have to add up in order for it to make sense to them. An example would be that a child is able to use an object to represent something else, such as pretending a broom is a horse. Another connection with Piaget’s preoperational intelligence includes, Symbolic thought, which allows a child to become “much more adept to pretending, and words can refer to things not seen,” such as the example stated above. Children
Sensorimotor is typically referred to the age range of birth to 2 years, which includes stranger anxiety and experiences the world through actions and senses. Ages 2 to 6 years is when the preoperational stage tends to take over which includes but is not limited to; pretend play, egocentrism, and language development. The preoperational stage is the one that is the main focus when it comes to “the piaget project.” Concrete operational is the age range of about 7 to 11 years of age, which permits conservation and thinking logically about concrete events. Finally, the formal operation is ages 12 through adulthood that allows abstract reasoning and logic. Adult cognitive development differs from those of the preoperational stage for multiple reasons, one of those is being able to think logically and focus on multiple point of views on a situation at once. An example would be, a child getting into an altercation with another child over a toy, having explained the situation, the child only focuses on his/her point of view. When it comes to an adult getting into an altercation, after being allowed to analyze the situation, they are able to see other points of view opposed to their
If you tell a four year old to simply draw a shape such as a “square” or “diamond” without any visual, they may draw something completely different than what is asked of them. However, if they had visuals, such as the shape itself, they may improve slightly or increasingly depending on cognitive development. During the first experiment with Adiel I asked him to draw a square and a diamond, without physically showing him the shapes themselves. Though he struggled and seemed to have draw two circular shapes instead, he also got side tracked and said he knew how to trace his hand and attempted to show me how to do that as well. The second time, when i drew the shape first and asked him if he can draw it, I noticed him looking back and forth at the examples as he was attempting to draw them. He may not have done perfect shapes, but he did show more detail in the angles of the shapes, which goes to show that Piaget’s preoperational stage is logicalis accurate during these age groups because centration and a bit of