Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

Tel. No.(043)-283-5479; email_1945 @ yahoo.com
COLLEGE DEPARTMENT

NAME: COURSE:
DATE: : CHILD & ADOLESCENT LEARNERS & LP ROOM:
CONTACT NO. INSTRUCTOR: MR. J. MAGTIBAY
EMAIL ADD: RATING:

LESSON TITLE: MODULE 6- PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

WEEK 7 , 3 HOURS
I. FOCUS:
At the end of this module, you should be able to:
• Described the characteristics of Piaget’s stages of cognitive development (own words)
• Matched learning activities suited to the learner’s cognitive stage.
II. INTRODUCTION: Piaget’s Cognitive Theory of Development fueled other researches and
theories of development and learning. Its focus on how individuals construct knowledge.
III. STRATEGIES
A. ABSTRACTION AND GENERALIZATION
GEAR UP YOUR MIND!

Highlights:
➢ PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
Piaget’s Stages of Cognitive Development is a comprehensive theory about the nature
and development of human intelligence. The theory deals with the nature of knowledge itself and how
humans gradually come to acquire, construct, and use it. This theory is centered on the stages of
cognitive development namely: sensory-motor, pre-operational, concrete-operational and formal
operational stages. The theory described cognitive development in terms of stages from birth to
maturity. Each has characteristic ways of thinking and perceiving that shows how one’s cognitive
abilities develop. Piaget examined the implications of his theory not only to aspects of cognition but
also to intelligence and moral development. His theory has been applied widely to teaching and
curriculum design especially in the preschool and elementary curricula.

The Basic Cognitive Concepts of Piaget’s theory are the following:

Schema - refer to the cognitive structures by which individuals intellectually adapt to and organize their
environment. It is an individual’s way to understand or create meaning about a thing or experience. It
is like the mind has a filing cabinet and each drawers has folders that contain files of things he had an
experience with.

Assimilation - the process of lifting a new experience into an existing or previously created cognitive
structure of schema.

Accommodation - The process of creating a new schema

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Equilibrium - This is achieving proper balance between assimilation and accommodation. When our
experiences do not match our schemata or cognitive structures, we experience cognitive disequilibrium.

This means there is a discrepancy between what is perceived and what is understood.

Piaget’s Stages of Cognitive Development

Stage 1 – Sensori-motor Stage – The first stage corresponds from birth to infancy. This is the stage
when a child who is initially reflexive in grasping, sucking and reaching becomes more organized in his
movement and activity. It focuses on the prominence of the senses and muscle movement through
which the infant comes to learn about himself and the world. Object permanence – the ability of the
child to know that an object still exists even when out of sight

Stage 2 – Pre-operational Stage. Covers from about two to seven years old. Roughly corresponding
to the preschool years. Intelligence at this stage is intuitive. The child can now make mental
representations and is able to pretend and closer to the use of symbols and highlighted by the following:
Symbolic Function – the ability to represent objects and events. A symbol is a thing that represents
something else.

Egocentrism – the tendency of the child to see his point of view and to assume that everyone also has
his same point of view. The child cannot take the perspective of others. Centration – refers to the
tendency of the child to only focus on one aspect of a thing or event and exclude other aspects
Irreversibility - pre-operational children still have the inability to reverse their thinking Animism – the
tendency of children to attribute human like traits or characteristics ti inanimate objects.

Transductive Reasoning – refers to the pre-operational child’s type of reasoning that is neither
inductive nor deductive.

Stage 3 – Concrete-Operational Stage. Characterized by the ability of the child to think logically but
only in terms of concrete objects (ages between 8-11 years). It is marked by: Decentering – refer to
the ability of the child to perceive the different features of objects and situations

Reversibility – the child can now follow those certain operations can be done in reverse. Conservation
– ability to know that certain properties of objects do not change even if there is a change of appearance

Seriation – refers to the ability to arrange things in a series based on one dimension.

Stage 4 – Formal Operational Stage. Covering ages between 12 and 15 years, thinking becomes
more logical. They van solve abstract problems and can hypothesize. This stage is characterized by:

Hypothetical Reasoning – ability to come up with different hypothesis about a problem and to gather
and weigh data in order to make a final decision or judgment.

Analogical Reasoning – ability to perceive the relationship in an instance and then use that
relationship to narrow down possible answer in another similar situation or problem.

Deductive Reasoning – the ability to think logically by applying general rule to a particular instance or
situation.

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Principles derived from Piaget’s findings and comprehensive theory:

Children will provide different explanations of reality at different stages of cognitive development
Cognitive development is facilitated by providing activities or situations that engage learners and
require adaptation
Learning materials and activities should involve the appropriate level of motor or mental operations for
a child of a given age. Don’t let them perform tasks that are beyond their current cognitive capabilities.
Use teaching methods that actively involve students and present challenges.

B. ANALYSIS: Piaget’s Stages of Development.

1. Sensory-motor stage:
Age Range: ___________________________________
Characteristics
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Key Teaching Strategies -
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2. Pre-Operational Stage:
Age Range: ___________________________________
Characteristics
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Key Teaching Strategies -

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3. Concrete Operational Stage
Age Range: ___________________________________
Characteristics
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Key Teaching Strategies -
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3. Formal Operational Stage
Age Range: ___________________________________
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Characteristics
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Key Teaching Strategies -

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C. APPLICATION
This activity focuses on a story involving the interaction of family members. Chooses a story you
want to use for this activity. It can be from a story you have read or a movie or “telenovela” that you
watched or plan to watch. Use a matrix below to relate the characters to Piaget’s stages of cognitive
development.

Title of the Story/ Movie: _________________________________

Write a brief summary of the story:

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Character Description Piagetian Connection

Father What is his stage of cognitive development?
Examples: Cite instances why you say he is in this
stage (what thought, his reactions and attitudes)

Mother What is her stage of cognitive development?

Examples: Cite instances why you say she is in
this stage. (What she thought of, how she thought,
her reactions and attitudes)

Children What is her stage of cognitive development?

1 Examples: Cite instances why you say he/she is
in this stage. (What he/she thought of, how he/she
thought, his/her reactions and attitudes)

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Other Characters What is her stage of cognitive development?

Examples: Cite instances why you say he/she is
in this stage. (What he/she thought of, how
he/she thought, his/her reactions and attitudes)

IV. REFLECTION

From Piaget’s Stages of Cognitive Development, I realized that ...

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Prepared by:
MR. JAYMAR B. MAGTIBAY
Instructor
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