Cognitive Theory
Piaget's Stage Theory of Cognitive Development
We now transition from talking about unconscious, inner conflicts, to focusing on cognitions or ways of processing information by highlighting the work of Jean Piaget.
Jean Piaget (1896-1980) was a Swiss theorist who developed a cognitive theory based on his observations of children. Piaget changed the way we think about how children think and his theory emphasizes that the way we reason and the way we come to know the world changes from one stage to the next.
As a child seeks to construct understanding of the world through active processes, according to Piaget, the brain creates what Piaget referred to as schemas.
Schemas are actions or mental representations (symbols) that organize knowledge.
In other words, schemas are behaviors or strategies that we use to interact with the environment, to develop relationships, etc. Our schemas can and do change over time.
For example: Our schema for transportation changes throughout life. In infancy we consider transportation to be rolling and crawling, then we learn to walk, then run, then as a young child we learn to ride a bike, and then as a teenager we learn to drive a car. Later, in older adulthood, we may lose some of our mobility and learn to use a cane or walker.
Piaget believed we adapt to new information through assimilation and accommodation.
Assimilation: Incorporate new information into our existing knowledge/schemas
Accommodation: Adjust our schemas to fit completely new information and experience
Piaget's Stages of Cognitive Development:
Based on his observations of children playing and processing information, Piaget developed Stages of Cognitive Development. At each stage, there are qualitative changes in the way a child thinks or processes information.
Stage 1: Sensorimotor Stage (0 to 2 years)
In the early years of life, knowledge of the world comes through the senses (e.g., grasping, sucking). This is why we often see young infants trying to put everything in their mouths. It is one way that they attempt to learn about the world around them.
Object permanence: understanding that an object is still "there" even if you cannot see it.
For example: Once child develops object permanence, s/he will look for a toy that has been hidden from view.
Stage 2: Preoperational Stage (2-7 years)
At this stage children are beginning of to have representational thought (e.g., pretend play, imagination).
For example: At this stage, a broom can be used to represent a horse as a child plays pretend.
Stage 3: Concrete Operational Stage (7-11 years)
At this stage, children are in a school setting where they need to master various tasks. In the Concrete Operational stage, we see the emergence of logical reasoning (e.g., subjects taught in school, math, science).
For example: At this stage, children come to understand that if you put the same amount of water into 2 different shaped containers, the amount of water remains the same.
Stage 4: Formal Operations Stage (11 and older)
At this stage, children come to understand the world in more abstract and logical terms (e.g., think about self and about the future).
For example: At this stage, adolescents can begin to imagine what their future will be like, such as what type of college they will attend or what type of career they will have as an adult.