Piaget’s Theory
The Piaget theory also referred as the development stage theory was the first cognitive theory. This theory was developed by Jean Piaget in 1920. The theory argues effectively learn when they do it at their own pace and capabilities. The theory also argues that children are self motivated and do not require help or rewards from adults to continue learning.
In referring to Cole (2005) the Piaget’s theory argues the child undergoes development in four major stages. The first stage is called the Sensorimotor Stage (birth and 2 years). Piaget believes that the child learns from the environment and is usually through six sub stages. Simple reflex is the first sub stage (birth to 6 weeks), the child tries to grasp objects or move them towards their mouth or eyes. The child then undergoes the first habit and primary circular reactions phase (6 weeks to 4 months) where he/she begins moving her hands around the face. The secondary circular reaction phase (4-8 months) is the third sub-stage, the child develops some habits hence it is the most important as it signifies the beginning of logic. Goal orientation in a child occurs during the coordination of secondary circular reaction stage (8-12 months). The tertiary Circular reaction, novelty and curiosity (12-18 months), and Internalization of Schemes (18-24 months) are the fifth and sixth sub stage where the child gathers creativity to achieve goals.
John (2008) argues that the Preoperational stage (2-7 years) is the second stage in the child’s development. In this stage, the child mental operation develop and can do task physically but not mentally. However, the child undergoes through two main sub stages. The Symbolic Function sub stage (2-4 years) is the first, and they can think in symbols and images. The child can also learn language, and they tend to pick their own views e.g. children at this stage think their shadow is following them. Children then develop a habit of asking many questions during the Intuitive Thought Sub stage (4-7 years). Centration and conservation are the biggest challenges at this stage. At this stage, they begin to learn new things and is the most important stage in the child’s development.
Concrete operational stage (7-11 years) is the third stage as argued by David (2005). During this stage, the child is able to classify objects according to size and appearance. The child can also sort objects of any different characteristic. However, the child can only do limited task since full common sense since has not been achieved fully. They also begin to anticipate their future and reason logically. Formal operational stage (11 years to adulthood) is the final stage and children are able to think more deeply.
They weigh matters and their consequence before doing them or apply the principal of trial-and-error. This is also a crucial stage as the child also undergoes the adolescence stage.
The significant limitation in the first three stages of the child’s development is the lack of common sense in their thinking. This is a result of the lack of knowledge of the amount of knowledge they have. The children usually do what is right according to them and are not able to differentiate a lot of things.
Siegler and Alibali (2005) support Gelman argument that Piaget’s intuitive theory is not reasonably true. The child’s intuitive theories are limited hence without learning the development stages will not be smooth as in the Piaget’s theory. The adult role and language roles that are ignored by Piaget’s theory are considered as major factors in a child’s development.
Reference
Bjorklund, F. (2005) .Children's thinking: cognitive development and individual differences. University of Michigan: Thomson/Wadsworth.
Cole, M (2005). The Development of Children. New York. Worth Publishers
John S.W. (2008). A Topical Approach to Life-Span Development. New York: McGraw-Hill
Siegler, R. S. & Alibali, M. W. (2005). Children’s thinking. Upper Saddle River, NJ: Prentice Hall
