Piaget's Four Stages Of Cognitive Development
When it comes to classroom design layout, it is very important that the classroom is developmentally appropriate. Ensuring that the classroom environment is safe, warm and inviting, is very important for a child’s development. If the classroom is warm and inviting, it makes the child feel safe, secure, less stressed and welcomed. Also, making sure that the environment is age appropriate, and individually appropriate helps stimulate a child’s mind. Things like games, activities and the curriculum has to be carefully planned according to the age group, because it helps children to achieve their developmental milestones. Therefore, I have chosen the preschool classroom as my classroom design plan. I have created a physical layout of
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the preschool classroom that aligns with Piaget’s Stage Theory of cognitive development. I will be explaining in my words Piaget’s Stage Theory of cognitive development. Piaget advised a far reaching theory of child cognitive development recognizing four meaningful periods on phases of cognitive development.
It relates to active involvement through direct encounters with the physical world and child created knowledge. Piaget discovered that children understand and reason distinctively at various periods in their lives. Piaget trusted that everybody went through constant grouping of four subjectively particular stages. According to Piaget children learn through experiences through the world. Piaget trusted that we take past encounters we have found out going to adjust and develop in new encounters. (Lefrançois, G. R. (2012) Piaget is said to have come up with the cognitive theory by observing his own children. Furthermore, he is known for his four noteworthy stages of cognitive development prompting the capacity with respect to grown-up thought, which are as …show more content…
follows:
Sensorimotor which starts at birth and lasts until-2 years of age, this primary phase of Piaget's cognitive theory of development compasses the period of birth-2 years of age. A child is in this stage when they begin utilizing their primary reflex action to develop mentally. Among this stage newborn children figure out how to facilitate tactile data and motor movement. They are getting to be plainly ready to act intentionally on their surroundings and settle issues. The actions of infants are restricted to inborn reflexes such as: using their mouth to sucking, use their eyes for seeing and using their hands for grasping. Children additionally utilize the grasping reflex similarly to build plans of what can or can't be gotten grasped. From birth infants take in nature through their developmental senses.
Preoperational which is the second stage of cognitive development starts at period between age (24 months) and early childhood (7 years). Children are very different in this stage than from the sensorimotor children in these ways:
There is less reliance on the sensorimotor activity.
An expanding capacity to disguise occasions and think by utilizing authentic images, for example, words in place of things
The increasing of language development begin
Children can utilize mental image to think.
They start to utilize imaginary play.
The knowledge of preoperational children is constructed mainly in light of what they can see. This is based on the grounds that they are not yet operational thinkers or they don’t possess the capacity to think or to utilize mental pictures. As the text explains in some ways, preschoolers are still somewhere between sensorimotor representation and a complete understanding and use of the rules of logic: They use pre operational. (Lefrançois, G. R. 2012 7.3 Preoperational Thought). Children are presently fit for typical representation - utilizing an image to imitate an object. Because of this, children learn dialect, an arrangement of symbols to solve problems and think about things and individuals who are absent. Piaget stressed that among this period, childrens capacities are constrained. Concrete operational which starts between the ages of 7-11 years.
Concrete Operational Stage is the third stage of Piaget’s cognitive development and starts between the ages of seven year olds to twelve years old. The text says that in Piaget's theory, an operation is a thought characterized by some specific logical properties—hence a logical thought. (Lefrançois, G. R. 2012) Operation is an activity that is done in thought and executed substantially and rationally and physically reversible. During the concrete operational stage amid the thinking process, children at this stage can utilize mental images and symbols and the can switch operations. With the use of concrete of authentic objects, educators can explain and discuss concepts. Educators should set up a learning environment that children can experience real objects, things and people at their level.
Formal operational stage which is Adolescents and adults is the fourth and final stage of Piaget’s cognitive development. This stage of formal operations occurs around and about twelve years of age to fifteen years of age. Formal operational stage consistent thinking processes connected to extract thoughts, as well as solid objects, and circumstances.
My classroom is setup to accommodate children ages (preschool). I believe that the classroom arrangement plays an important role in a child’s academic success. The Physical domain helps a child work on their physical and gross motor skills. The child achieves the ability to coordinate the use of their hands, legs, arm,and their whole body. The physical domain is the development that spreads physical growth and advancement, gross motor advancement and aptitudes, fine motor improvement and abilities, and perceptual motor skills. (“Developmental Domains & Typical Sequences of Development” 08/30/2012) Children can turn pages in a book, use the toilet with some help, use a spoon or fork at the table, catch a bouncing ball, and use scissors. In my classroom, The square rug is setup as a separate quiet reading area.
The quiet area will encourage reading, and by turning the pages of a book, the children are using their muscles, fingers and hands. It helps the children strengthen their fine motor skills. The circular rug is setup for circle time, there the children will gather together with the teacher for singing, jumping, and dancing. This helps with the children’s gross motor skills, because the whole body is being used it and strengthens their physical development. Follow the leader is another great activity, children get to hop, jump, roll, etc when playing this game. Another activity that I can do with my students is to play with a ball. Children get to throw, kick and catch the ball when playing ball. This aligns with Piaget’s stage theory because children are less dependent on sensorimotor
action. The Cognitive domain is the area of development that includes intelligence, language and learning. It involves the way children think and learn overtime. It also incorporates memory, finding out about the physical world, finding out about math and how to issue understand.When it comes to Cognitive development a children start to show interest in things, they learn new words, classify and explore more. They can follow directions, take things apart, sit a little longer with book. When asked they can identify/ point to their eyes, noses, and their ears. The text explains that assimilation and accommodation are highly active processes whereby an individual searches out, selects, and responds to information, the end result of which is the actual construction of knowledge. ( Lefrançois, G. R. (2012) Therefore, in my classroom I have setup a block shelf where the children can sort and classify the blocks by , shape and color. Another example is singing songs on the circle rug. When a teacher sings everyday it helps the children to memorize songs, and learning new words. I will also have a sand/ water station with tools where the children can play and practice mixing, stirring and pouring. Lastly, in the classroom I will have a job chart for to help with giving out napkins, cups and plates at breakfast, lunch and pm snack time. I can have my students tell a story, then I can write down what they say and hang it up so all can see. Lastly, an activity that children can play is cards, this will help them understand and follow simple rules. Therefore these activities align with Piaget’s stage theory because the language development of the children increasingly begins. The Social-emotional domain includes emotional, social, and moral growth. The social- emotional domain helps the child to classify, learn , identify and compare objects. Preschoolers at this age ought to have the capacity to share or alternate, need to assume responsibility, tell stories, endeavor to get the response out of others, play nonexistent diversions. Some more social- emotional skills the children this age should have are as follows:
Hold hands during transitional periods.
Taking turns while playing a game with a friend.
Helping pass out supplies while getting ready for lunch.
Discuss their feelings to the teacher
Complete a puzzle that isn’t easy
In addition, children also start to independently follow the routine of home and school. They also take in social aptitudes from watching others associate and through discussions with grown-ups and peers. A child's experience, articulation, and administration of feelings and the capacity to set up positive and compensating associations with others are all incorporated in the Social-emotional domain. (Cohen and others 2005 Social and Developmental Domain California Department of Education Tuesday, March 7, 2017) In my classroom the sink is there to help with teaching the children about healthy hand washing. Therefore, I would guide the children to the sink. Then I would teach the children the correct amount of soap, and paper towels to be used. Next, in my classroom design I have placed a radio inside the storage. Transitional periods are often a difficult time for children especially in the mornings. Therefore, the radio will be played at drop off times, naptimes, and other times throughout the day , but especially during the transition times. It helps with difficult transitions and helps children to express their emotions. Another activity I can have the children participate in is to have them look at cards that have pictures of different emotions on them. Then I can read a book and ask questions about the emotions in the story being told. This will help the children to comprehend emotions and take part in social interactions. It is essential for me as an educator to provide my the students in my care with multiple opportunities to express themselves throughout the day and acknowledge their needs, concerns and emotions. (Teachers Pay Teachers: Feelings and Emotions) Language acquisition domain is defined as being based on the perception of associated cognitive and social strands. The text explains language acquisition as the end result of a learning process highly dependent on interaction with other speakers. This explanation sees language as something that emerges gradually and is labeled emergentism (MacWhinney, 1998) ( Lefrançois, G. R. (2012). The social domain form the child’s understanding, articulation, and administration of feelings and the capability to set up positive and rewarding associations with others (Cohen and others 2005 Social and Developmental Domain California Tuesday, March 7, 2017)
the preschool classroom that aligns with Piaget’s Stage Theory of cognitive development. I will be explaining in my words Piaget’s Stage Theory of cognitive development. Piaget advised a far reaching theory of child cognitive development recognizing four meaningful periods on phases of cognitive development.
It relates to active involvement through direct encounters with the physical world and child created knowledge. Piaget discovered that children understand and reason distinctively at various periods in their lives. Piaget trusted that everybody went through constant grouping of four subjectively particular stages. According to Piaget children learn through experiences through the world. Piaget trusted that we take past encounters we have found out going to adjust and develop in new encounters. (Lefrançois, G. R. (2012) Piaget is said to have come up with the cognitive theory by observing his own children. Furthermore, he is known for his four noteworthy stages of cognitive development prompting the capacity with respect to grown-up thought, which are as …show more content…
follows:
Sensorimotor which starts at birth and lasts until-2 years of age, this primary phase of Piaget's cognitive theory of development compasses the period of birth-2 years of age. A child is in this stage when they begin utilizing their primary reflex action to develop mentally. Among this stage newborn children figure out how to facilitate tactile data and motor movement. They are getting to be plainly ready to act intentionally on their surroundings and settle issues. The actions of infants are restricted to inborn reflexes such as: using their mouth to sucking, use their eyes for seeing and using their hands for grasping. Children additionally utilize the grasping reflex similarly to build plans of what can or can't be gotten grasped. From birth infants take in nature through their developmental senses.
Preoperational which is the second stage of cognitive development starts at period between age (24 months) and early childhood (7 years). Children are very different in this stage than from the sensorimotor children in these ways:
There is less reliance on the sensorimotor activity.
An expanding capacity to disguise occasions and think by utilizing authentic images, for example, words in place of things
The increasing of language development begin
Children can utilize mental image to think.
They start to utilize imaginary play.
The knowledge of preoperational children is constructed mainly in light of what they can see. This is based on the grounds that they are not yet operational thinkers or they don’t possess the capacity to think or to utilize mental pictures. As the text explains in some ways, preschoolers are still somewhere between sensorimotor representation and a complete understanding and use of the rules of logic: They use pre operational. (Lefrançois, G. R. 2012 7.3 Preoperational Thought). Children are presently fit for typical representation - utilizing an image to imitate an object. Because of this, children learn dialect, an arrangement of symbols to solve problems and think about things and individuals who are absent. Piaget stressed that among this period, childrens capacities are constrained. Concrete operational which starts between the ages of 7-11 years.
Concrete Operational Stage is the third stage of Piaget’s cognitive development and starts between the ages of seven year olds to twelve years old. The text says that in Piaget's theory, an operation is a thought characterized by some specific logical properties—hence a logical thought. (Lefrançois, G. R. 2012) Operation is an activity that is done in thought and executed substantially and rationally and physically reversible. During the concrete operational stage amid the thinking process, children at this stage can utilize mental images and symbols and the can switch operations. With the use of concrete of authentic objects, educators can explain and discuss concepts. Educators should set up a learning environment that children can experience real objects, things and people at their level.
Formal operational stage which is Adolescents and adults is the fourth and final stage of Piaget’s cognitive development. This stage of formal operations occurs around and about twelve years of age to fifteen years of age. Formal operational stage consistent thinking processes connected to extract thoughts, as well as solid objects, and circumstances.
My classroom is setup to accommodate children ages (preschool). I believe that the classroom arrangement plays an important role in a child’s academic success. The Physical domain helps a child work on their physical and gross motor skills. The child achieves the ability to coordinate the use of their hands, legs, arm,and their whole body. The physical domain is the development that spreads physical growth and advancement, gross motor advancement and aptitudes, fine motor improvement and abilities, and perceptual motor skills. (“Developmental Domains & Typical Sequences of Development” 08/30/2012) Children can turn pages in a book, use the toilet with some help, use a spoon or fork at the table, catch a bouncing ball, and use scissors. In my classroom, The square rug is setup as a separate quiet reading area.
The quiet area will encourage reading, and by turning the pages of a book, the children are using their muscles, fingers and hands. It helps the children strengthen their fine motor skills. The circular rug is setup for circle time, there the children will gather together with the teacher for singing, jumping, and dancing. This helps with the children’s gross motor skills, because the whole body is being used it and strengthens their physical development. Follow the leader is another great activity, children get to hop, jump, roll, etc when playing this game. Another activity that I can do with my students is to play with a ball. Children get to throw, kick and catch the ball when playing ball. This aligns with Piaget’s stage theory because children are less dependent on sensorimotor
action. The Cognitive domain is the area of development that includes intelligence, language and learning. It involves the way children think and learn overtime. It also incorporates memory, finding out about the physical world, finding out about math and how to issue understand.When it comes to Cognitive development a children start to show interest in things, they learn new words, classify and explore more. They can follow directions, take things apart, sit a little longer with book. When asked they can identify/ point to their eyes, noses, and their ears. The text explains that assimilation and accommodation are highly active processes whereby an individual searches out, selects, and responds to information, the end result of which is the actual construction of knowledge. ( Lefrançois, G. R. (2012) Therefore, in my classroom I have setup a block shelf where the children can sort and classify the blocks by , shape and color. Another example is singing songs on the circle rug. When a teacher sings everyday it helps the children to memorize songs, and learning new words. I will also have a sand/ water station with tools where the children can play and practice mixing, stirring and pouring. Lastly, in the classroom I will have a job chart for to help with giving out napkins, cups and plates at breakfast, lunch and pm snack time. I can have my students tell a story, then I can write down what they say and hang it up so all can see. Lastly, an activity that children can play is cards, this will help them understand and follow simple rules. Therefore these activities align with Piaget’s stage theory because the language development of the children increasingly begins. The Social-emotional domain includes emotional, social, and moral growth. The social- emotional domain helps the child to classify, learn , identify and compare objects. Preschoolers at this age ought to have the capacity to share or alternate, need to assume responsibility, tell stories, endeavor to get the response out of others, play nonexistent diversions. Some more social- emotional skills the children this age should have are as follows:
Hold hands during transitional periods.
Taking turns while playing a game with a friend.
Helping pass out supplies while getting ready for lunch.
Discuss their feelings to the teacher
Complete a puzzle that isn’t easy
In addition, children also start to independently follow the routine of home and school. They also take in social aptitudes from watching others associate and through discussions with grown-ups and peers. A child's experience, articulation, and administration of feelings and the capacity to set up positive and compensating associations with others are all incorporated in the Social-emotional domain. (Cohen and others 2005 Social and Developmental Domain California Department of Education Tuesday, March 7, 2017) In my classroom the sink is there to help with teaching the children about healthy hand washing. Therefore, I would guide the children to the sink. Then I would teach the children the correct amount of soap, and paper towels to be used. Next, in my classroom design I have placed a radio inside the storage. Transitional periods are often a difficult time for children especially in the mornings. Therefore, the radio will be played at drop off times, naptimes, and other times throughout the day , but especially during the transition times. It helps with difficult transitions and helps children to express their emotions. Another activity I can have the children participate in is to have them look at cards that have pictures of different emotions on them. Then I can read a book and ask questions about the emotions in the story being told. This will help the children to comprehend emotions and take part in social interactions. It is essential for me as an educator to provide my the students in my care with multiple opportunities to express themselves throughout the day and acknowledge their needs, concerns and emotions. (Teachers Pay Teachers: Feelings and Emotions) Language acquisition domain is defined as being based on the perception of associated cognitive and social strands. The text explains language acquisition as the end result of a learning process highly dependent on interaction with other speakers. This explanation sees language as something that emerges gradually and is labeled emergentism (MacWhinney, 1998) ( Lefrançois, G. R. (2012). The social domain form the child’s understanding, articulation, and administration of feelings and the capability to set up positive and rewarding associations with others (Cohen and others 2005 Social and Developmental Domain California Tuesday, March 7, 2017)