CNL-518 Topic 1: Piaget’s Sensorimotor and Preoperational Cognitive Development Stages
Directions: Provide an overview of the significant developments in a child related to each stage of Piaget’s sensorimotor and preoperational stages. Complete each section of the matrix for the stages listed below. Describe the significant developments and provide an example, using complete sentences, with the information gleaned from your analysis. Include scholarly references as appropriate using in-text citations and the reference list on page 2.
Table 1: Sensorimotor Thinking
| Stage of Sensorimotor Thinking | Significant Developments (50-100 words per stage ) | Example |
| Adapting to and Exploration of Environment | Piaget considered adaption to be a very critical moment of a child’s cognitive development (Piaget,1952). He explained how children acquire new ideas from the environment and make sense of them using their existing ideas and concepts. The mental framework that children use to make sense of their environment is known as schemas.
The adaptation process occurs in two ways, according to Piaget; assimilation and accommodation. In assimilation, newly acquired information about the World is incorporated with the existing mental database. Assimilation, therefore, influences their perception of things. Accommodation, on the other hand, children accommodate new information by changing their mental representations. When they encounter a new experience, their ideas of the previous encounter changes completely.
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Assimilation
When a child encounters a dog today, the next day he sees a cat, he will mistake it to be a dog because they both look the same. Accommodation The child can now tell the difference that exists between a dog and a cat. He can recognize that a dog barks and the cat meows.
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| Understanding Objects | Piaget believed that children start to develop object permanence under a certain age (Piaget, 1954). He explained that children under the age of one month believe that items vanished when out of sight. But beyond one month, a child understands that the objects continue to exists even when they are out of sight. For a child to develop object permanence, they must first create a mental representation of the object. | When you hide a toy under the pillow on the child’s watch, he will know it’s there even if they cannot see it. |
| Using Symbols | The child’s ability to develop symbolic thoughts was Piaget’s claim of the beginning of the transition to the operational stage. Baby’s
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When you give a child a coin and hide it away, the child will search for it. a show of object permanence.
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Table 2: Preoperational Thinking
| Stage of Preoperational Thinking | Significant Developments
(50-100 words per stage) |
Example |
| Egocentrism | During the preoperational stage, Piaget recognized the inability of the children to mentally manipulate information in regards to other people’s points of view. They use their thoughts and feelings as a lens to take on another person’s perspectives.. | When you give a child a pen and paper to draw a tree, they will draw a tree with less difficulty. But when you ask them to drew how their father will draw a tree, they will draw the same picture. |
| Centration | At the Centration stage, the child can only focus on one aspect of a situation. Exposing them to more than one aspect only gives them stress. They play inattention to other elements | A cake is cut into different sizes at a birthday party, and everybody takes a piece. The child will not focus on the size of the cake that each has. Instead, they will put their concentration on the cake that each person has. |
| Appearance as Reality | Piaget explained that children have difficulty in appearance reality distinction in two different ways. Phenomenalism and intellectual realism (Piaget,1954). Children’s inability to report appearance correctly when asked to report reality is known as Phenomenalism. Children’s inability to report reality correctly when asked to write appearance is intellectual realism. Children have difficulty distinguishing between and correctly identifying real versus apparent object properties at the Appearance reality stage. | If a child watches a movie and some died, they take it to be real rather than acting.
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References
Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.
Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of research in science teaching, 2(3), 176-186.
McLeod, S. A. (2019, April 09). Sensorimotor stage. Simply Psychology. https://www.simplypsychology.org/sensorimotor.html
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