Jean Piaget

Piaget had a major contribution to our understanding of cognitive development. He believed that children did not think in the same way as adults. Piaget’s constructivist theory of cognitive development focuses on the development of thinking, reasoning, memory and logic.

Significant ideas in Piaget’s cognitive theory (Bee and Boyd, 2004 cited in Kearns 2010) include: Cognitive (intellectual development is primarily a result of the child’s independent interaction with and exploration of the environment (idea of free-choice play and discovery learning) Development occurs in four sequential, age-related stages. Progress through each stage is gradual and predictable and involves long periods of transition (idea of readiness) Children have different and distinct thinking processes from those of adults (e.g. In relation to object permanence and conservation) New knowledge is built on existing knowledge

Children have different and distinct thinking processes from those of adults (e.g. In relation to object permanence and conservation) New knowledge is built on existing knowledge Mental functioning is seen as the most important factor in determining behaviour (e.g. Children who are egocentric have great difficulty sharing) Qualitative changes occur as a result of maturation in thinking.

Piaget’s theory can be seen in action in early childhood services when programs: Emphasise the child as an active learner Recognise that the role of the adult is to follow the lead of the child and provide interesting experiences and materials for exploration, discovery and interaction Reflect the belief that programs should be child- centred Have long periods of free play, child-directed or guided play Involve exploration and discovery learning through open-ended experiences.

Piaget suggested that cognitive development occured in four predictable, sequential stage. Piaget suggested that all children pass through the same stages in the same order at roughly the same age. Progress from one stage to another depends on the child’s individual readiness. Piaget believed strongly that adult intervention would not result in acceleration of cognitive development... That is if the child is not ready to proceed to the next stage no amount of stimulation will make this learning occur more rapidly.

Piaget’s stages of development included: Sensorimotor period A period of representational thought divided into  Preoperational  Concrete operational Formal operational