The Piaget's pre-operational stage It is one of the four stages of cognitive development that children experience from birth until they reach full maturation of their brain. Being the second of the four, this stage appears at approximately 2 years of age and extends around 7 or so. Show The beginning of Piaget's preoperational stage occurs with the acquisition of speech. Children begin to understand symbols and practice symbolic play, but they are not yet able to understand or apply concrete logic. Studying the four stages of cognitive development helps psychologists to understand more about the maturation of the human brain.
In addition, these studies allow psychologists to better understand the phases children go through on their way to becoming adults. This makes it possible to generate the most optimal conditions to promote a development full of well-being. Index
Main characteristicsAlthough the acquisition of spoken language is the most striking characteristic of children who are in this stage of cognitive development, it is not the only one. Some of the most notable are the following: - Lack of understanding of the concrete logic. - Increasing use of symbols, especially in the game. - Inability to understand the other person's point of view (egocentricity). - Centration, or difficulty to focus on more than one aspect of a situation at a time. - Animism, or the belief that all objects are alive or have a purpose. - Irreversibility. Lack of use of concrete logicThe use of logic appears for the first time in the third stage of cognitive development, so that children in the preoperational stage are still unable to use it. This means that a child who is in this stage will not be able to use the deduction to draw conclusions. One of the experiments in which this feature can best be seen is in the conservation of mass. In this experiment, a plasticine ball was shown to several children between 2 and 7 years of age. After asking them to look at its size, the researcher crushed it with his hand, giving it an elongated shape. The children were asked when there was more plasticine, whether on the ball or in the"churro". Without exception, all the children in the preoperational stage answered that there was more plasticine in the churro, since it occupied more space. This experiment was one of the many that were done to demonstrate the lack of logic in the children that are in this stage. Use of symbolsSymbols are objects, words or actions that are used to represent other concepts. The clearest example of a symbol used during the preoperational stage is language, which is nothing more than a set of sounds that are used to refer to other elements of the world. However, children in this stage also use the symbols during the game. It is at these ages when children will use a cardboard box saying it is a spaceship, or they will pose as superheroes or knights. The use of symbols allows them to intuitively understand what surrounds them; In this way, memory and the first explanations of the world also appear for the first time at this stage. EgocentrismOne of the most interesting features of Piaget's preoperational stage is that children who are in it are not able to distinguish between their own thoughts and emotions and those of others. For example, a child who is in this stage and whose favorite food is pizza will believe that it is also everyone's favorite food. Due to this characteristic, children between 2 and 7 years old are tremendously selfish, since they do not understand that their needs can interfere with those of others. On the other hand, they are not able to put themselves in the place of other people either, so if they know something they will think that everyone else knows it too. This characteristic has been demonstrated by several classic experiments in psychology, the best known of them being the experiment of the three mountains. In this experiment the child is placed in front of a table with three mountains, and he is asked what another person will see that moves in different angles. The child will always respond taking into account the view that he himself has, without taking into account the other person. CentrationBecause your brain is still in full development, children in the preoperational phase are not able to focus on several aspects of the same task at the same time. On the contrary, they need to look at just one part of what they are doing each time. This feature becomes even more pronounced in social situations such as gambling. In this type of tasks you can see that children can only think of one idea at a time, quickly changing between them but not being able to keep several at once in their mind. AnimismAnother characteristic characteristic of Piaget's preoperational stage is animism, or the belief that all inert objects are alive or fulfill a specific function. However, unlike the other characteristics of this stage, animism is transformed during the years that lasts and extends to the following stages. - Up to 4 or 5 years old children consider that almost all objects and things are alive and have a specific purpose. - Up to age 7, more or less, children believe that only objects that move are alive. - In the next stage and up to 9 years the child believes that only if an object moves spontaneously is it alive. - Finally, in the last stage of development (between 9 and 12 years), the child realizes that only animals and plants have life. IrreversibilityThe irreversibility is the inability to find the starting point of a situation looking at the final results of it. Children do not develop the reversibility of thought until a later stage of cognitive development. An example of a task that involves reversibility of thought is to give a child a number (for example, 13) and ask him to find two numbers that add up to that result. According to Piaget, children in the preoperational stage would not be able to perform this task. References
Piaget’s stages of development is a theory about how children learn as they grow up. It includes four distinct stages, each with different milestones and skills. Share on PinterestLauren Lee/Stocksy Jean Piaget was a renowned psychologist and cognitive theorist in the 20th century who focused on child development. His theories came from observing children and recording their development. He brought attention to the idea that children are not just small adults, and he argued that the way they think is fundamentally different. Piaget believed that children act as “little scientists,” exploring their environment to gain understanding. He thought that children do this naturally, without any adult intervention. He put forth the idea of distinct developmental stages through which children learn language, memory, and reasoning. This article explains Piaget’s four stages of cognitive development, key concepts, and how people can use them to help children learn and develop. The following table outlines Piaget’s four stages of cognitive development: Babies from birth to 2 years of age use their senses and bodily movements to understand the world around them, which is why this stage is known as the sensorimotor stage. A newborn’s first method of communication is through basic reflex actions such as sucking, flailing their arms, or shaking their head. They use their five senses of sight, touch, smell, taste, and hearing to explore their surroundings and their body. Infants gather information about these experiences, learning how different things make them feel. They also learn to tell the difference between people, objects, textures, and sights. During this stage, children also start to understand the concept of cause and effect. They begin to remember that certain actions will have a specific outcome and use this to plan their actions in advance. At around 6 months, they will begin to understand object permanence. This means the child knows that objects continue to exist even if they can no longer see, hear, or feel them. When a child has object permanence, it means they can now form a mental image, or representation, of an object instead of only reacting to experiences in their immediate environment. ExamplesCertain behaviors can indicate that a child has developed some of the key skills from this stage. For example, a child who understands cause and effect may intentionally shake a rattle to make a noise or cry in order to gain attention. A child who understands object permanence will:
During this stage, children build on object permanence and continue to develop abstract mental processes. This means they can think about things beyond the physical world, such as things that happened in the past. They also imagine and think symbolically, and they begin to display this ability through their language and behavior. The five key behaviors children display during this period are:
The primary function of speech at this age is to externalize thinking, rather than for communication. Children may talk in a stream of consciousness and develop more sophisticated language skills as they move through this stage. Piaget believed that children remain egocentric throughout the preoperational stage. This means they cannot understand that other people think in different ways to them or that events that take place are not always related to them. ExamplesSome examples a child is at the preoperational stage include:
Piaget theorized that at this stage, children further develop and master abstract thought and become less egocentric. They can now understand that events do not always relate to them and that others have different points of view. Children also become able to apply logical, concrete rules to physical objects. However, they cannot yet do the same thing for abstract concepts. The concrete operational phase centers around three elements:
ExamplesSome signs a child has learned the skills from this stage include:
In this final stage of cognitive development, children learn more sophisticated rules of logic. They then use these rules to understand how abstract concepts work and to solve problems. The child can analyze their environment and make deductions. They can create theories about what is possible and what might happen in the future, based on their existing knowledge. This is known as hypothetical-deductive reasoning. It is an essential part of the formal operational stage. It allows someone to consider “What if?” A person with this skill can imagine multiple solutions and potential outcomes in a given situation. ExamplesA child at the formal operational stage can think of numerous ways of solving a single problem, then choose the best option based on how logical or successful it is likely to be. For example, if a child has to create a model of the solar system using materials they have at home, there are a number of ways they could use them. Thinking of several possibilities and then using the one that is the most logical or effective shows they have hypothetical-deductive reasoning skills. Children at this stage can also examine and evaluate their own thoughts and actions. For example, if they argue with a friend, they can consider how their opinions or behavior might have contributed. They can then decide how to approach the situation. The following sections explain several important aspects of cognitive development that Piaget proposes in his theory. SchemaPiaget included the idea of a schema into his theory of cognitive development. A schema is a category of knowledge, or mental template, that a child develops to understand the world. It is a product of the child’s experiences. For example, a child can develop a schema of a dog. Initially, the word “dog” only refers to the first dog they meet. However, over time, the word comes to represent and include all dogs. When a child puts this schema together, they may call every similar animal a dog before they master the category. Schemas constantly grow and adapt as children gain new experiences, giving them the structure to acquire knowledge. Piaget suggested this occurs in two ways: assimilation and accommodation. Assimilation means a child uses a preexisting schema to understand a new situation. For example, if they meet a new breed of dog, they may include it in their schema for “dog,” even if it looks different to dogs they have previously encountered. Accommodation means a child adapts a pre-existing schema to fit a new experience or object. For example, if a child encounters a cat, they may add it to their schema for “dog” until someone explains that dogs and cats are different. They will then adapt their schema to this new information. EquilibrationAccording to the theory, equilibration is what motivates children to continue through the stages of cognitive development. When a child assimilates new knowledge, their worldview is inaccurate, so they are in a state of disequilibrium. This state motivates the child to accommodate new information and reach a state of equilibrium. Piaget made many significant contributions to theories about child development, and many are still influential today. However, others have criticisms of his ideas. Firstly, the way Piaget conducted his research would not meet the standard of research academics adhere to today. He tended to observe and interview small numbers of children in natural settings, rather than in study conditions. This meant that it was possible for the small sample size or the environment to create bias. Additionally, he carried out his research in Western Europe and did not take into account the impact that different social and cultural practices might have on child development. While some academics agree that there are developmental stages, they may not be as distinct or concrete as in Piaget’s theory. Research has demonstrated that some skills develop earlier than he believed. For example, a 2021 article notes that egocentrism appears to resolve much earlier than Piaget believed, at 4 to 5 years of age rather than 7 to 11. Piaget’s theory centers on the concept that children need to explore, interact, and experiment to gain information and understand their world. Based on this idea, educators and caregivers can help children learn by allowing them to:
In later stages, word puzzles, problem-solving tasks, and logic puzzles help children’s cognitive development. If a child is not exhibiting the behaviors or skills set out in Piaget’s theory at the exact ages he predicts, it is not necessarily cause for concern. However, parents and caregivers should speak with a pediatrician if they have any worries. Piaget’s stages of development is a theory that children go through distinct stages from birth to adulthood, with each stage bringing new skills and milestones as they develop their knowledge of the world. Piaget believed that children develop through a continuous drive to learn and adapt schemas, which are mental templates that help them understand things. His ideas still have a considerable impact on child psychology and approaches to education. However, there are criticisms of Piaget’s theory, as well as alternative models of child cognitive development that also came from the 20th century, such as the ideas of Lev Vygotsky and Maria Montessori. Last medically reviewed on December 22, 2021 Medical News Today has strict sourcing guidelines and draws only from peer-reviewed studies, academic research institutions, and medical journals and associations. We avoid using tertiary references. We link primary sources — including studies, scientific references, and statistics — within each article and also list them in the resources section at the bottom of our articles. You can learn more about how we ensure our content is accurate and current by reading our editorial policy. |