Lesson in Developmental Psychology, Cognitive Psychology and General Psychology

1. COGNITIVE DEVELOPMENT
• Prepared by:
• Orlando A. Pistan, MAEd-GC
• Psychology Instructor

2. JEAN WILLIAM FRITZ PIAGET
• Jean Piaget was a Swiss clinical
psychologist known for his
pioneering work in child
development. Piaget's theory of
cognitive development made him
famous.
• Born: 9 August 1896, Neuchâtel,
Switzerland
• Died: 16 September 1980, Geneva,
Switzerland
• Education: University of
Neuchâtel(1918), University of Zurich

3. COGNITIVE DEVELOPMENT THEORY
• The theory of cognitive
development explains how a child
constructs a mental model of the
world.
• Piaget disagreed with the idea
that intelligence was a fixed trait,
and regarded cognitive
development as a process which
occurs due to biological
maturation and interaction with
the environment.

4. COGNITIVE DEVELOPMENT THEORY
• The goal of the theory is to
explain the mechanisms and
processes by which the infant,
and then the child, develops into
an individual who can reason and
think using hypotheses.
• To Piaget, cognitive development
was a progressive reorganization
of mental processes as a result of
biological maturation and
environmental experience.

5. COMPONENTS:
• Schema
• Disequilibrium
• Assimilation
• Accommodation

6. SCHEMA
• Represents one’s
understanding of how
something works or what
something is.
• “Mental models”
• Building blocks of
knowledge

7. DISEQUILIBRIUM
• An unpleasant state
which occurs when
new information
cannot be fitted into
existing schemas.

8. ASSIMILATION
• Describes how we
interpret new
experiences in terms
of our current
understanding or
current schemas.

9. ACCOMMODATION
• Refers to adjusting our
current schema or
creating a new
schema when new
experiences are
presented.

10. THE PROCESS:
• Schema
• A cat has 2 ears
• A cat has 2 eyes of
different colors
• A cat is white
• A cat is furry
• A cat meows

11. THE PROCESS:
• Schema
• A cat has 2 ears
• A cat has 2 eyes of
different colors
• A cat is white
• A cat is furry
• A cat meows
Assimilation
• Cats can be smaller
• Cats aren’t always
white
• Cats run
• Cats play with ball
• Cats drink milk
• Cats climbs to sofa
• Cats sleep
• Cats eat
Disequilibrium

12. THE PROCESS: • Accommodation
• A cat has 2 ears
• A cat has 2 eyes of
different colors
• A cat is white
• A cat is furry
• A cat meows
• Cats can be smaller
• Cats aren’t always
white
• Cats run
• Cats play with ball
• Cats drink milk
• Cats climbs to sofa
• Cats sleep
• Cats eat

13. STAGES:
• Sensorimotor
• Preoperational
• Concrete operational
• Formal operational

14. SENSORIMOTOR STAGE:
BIRTH – 2 YEARS
 Simple motor responses
by sensory stimuli.
 Reflexes – sucking,
looking, listening.

15. SENSORIMOTOR STAGE:
BIRTH – 2 YEARS
• The main achievement
during this stage is object
permanence - knowing
that an object still exists,
even if it is hidden.
• It requires the ability to
form a mental
representation (i.e. a
schema) of the object.

16. PREOPERATIONAL STAGE
(3-7 YEARS)
• During this stage, young
children are able to think
about things symbolically. This
is the ability to make one thing
- a word or an object - stand
for something other than
itself.
• Thinking is still egocentric, and
the infant has difficulty taking
the viewpoint of others.

17. CONCRETE OPERATIONAL STAGE
(8-11 YEARS)
• Marks the beginning of logical
or operational thought. This
means the child can work things
out internally in their head (rather
than physically try things out in
the real world).
• Children can conserve number
(age 6), mass (age 7), and weight
(age 9). Conservation is the
understanding that something
stays the same in quantity even
though its appearance changes.

18. CONSERVATION OF QUANTITY

19. CONSERVATION OF QUANTITY

20. FORMAL OPERATIONAL STAGE
(11 YEARS AND OVER)
• The formal operational stage begins
at approximately age eleven and lasts
into adulthood. During this time,
people develop the ability to think
about abstract concepts, and
logically test hypotheses.
• Strategy and planning become
possible.
• Concepts learned in one context can
be applied to another.

21. EDUCATIONAL IMPLICATIONS
 Focus on the process of learning, rather than
the end product of it.
 Using active methods that require
rediscovering or reconstructing "truths".
 Using collaborative, as well as individual
activities, so learners can learn from each
other.
 Devising situations that present useful
problems, and create disequilibrium in the
learners.
 Evaluate the level of the learners’
development, so suitable tasks can be set.

22. COGNITIVE DEVELOPMENT
• Thank you for
paying attention.