Piaget's theory of cognitive development

Jean Piaget in Ann Arbor

Piaget's theory of cognitive development, or his genetic epistemology, is a comprehensive theory about the nature and development of human intelligence. It was originated by the Swiss developmental psychologist Jean Piaget (1896–1980). The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it.[1] Piaget's theory is mainly known as a developmental stage theory.

In 1919, while working at the Alfred Binet Laboratory School in Paris, Piaget "was intrigued by the fact that children of different ages made different kinds of mistakes while solving problems".[2] His experience and observations at the Alfred Binet Laboratory were the beginnings of his theory of cognitive development.[3]

He believed that children of different ages made different mistakes because of the "quality rather than quantity" of their intelligence.[4] Piaget proposed four stages to describe the development process of children: sensorimotor stage, pre-operational stage, concrete operational stage, and formal operational stage.[5] Each stage describes a specific age group. In each stage, he described how children develop their cognitive skills. For example, he believed that children experience the world through actions, representing things with words, thinking logically, and using reasoning.

To Piaget, cognitive development was a progressive reorganisation of mental processes resulting from biological maturation and environmental experience. He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly.[4] Moreover, Piaget claimed that cognitive development is at the centre of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development.[6] Piaget's earlier work received the greatest attention.

Child-centred classrooms and "open education" are direct applications of Piaget's views.[7] Despite its huge success, Piaget's theory has some limitations that Piaget recognised himself: for example, the theory supports sharp stages rather than continuous development (horizontal and vertical décalage).[8]

  1. ^ "Cognitive Development - Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals - Credo Reference". search.credoreference.com.
  2. ^ Franzoi, Stephen L. (2014). Essentials of Psychology (5th ed.). Redding, CA: BVT Publishing. p. 119. ISBN 9781618826947.
  3. ^ Piaget, Jean (1952), Boring, Edwin G.; Werner, Heinz; Langfeld, Herbert S.; Yerkes, Robert M. (eds.), "Jean Piaget.", A History of Psychology in Autobiography, Vol IV., Worcester: Clark University Press, pp. 237–256, doi:10.1037/11154-011, retrieved 2021-02-28
  4. ^ a b McLeod, S. A. "Jean Piaget's Theory of Cognitive Development". www.simplypsychology.org. Retrieved 18 September 2012.
  5. ^ Bovet, Magali (1976), "Piaget's Theory of Cognitive Development and Individual Differences", Piaget and His School, Berlin, Heidelberg: Springer Berlin Heidelberg, pp. 269–279, doi:10.1007/978-3-642-46323-5_20, ISBN 978-3-540-07248-5, retrieved 2022-07-07
  6. ^ "JEAN PIAGET - Key Thinkers in Linguistics and the Philosophy of Language - Credo Reference". search.credoreference.com.
  7. ^ Great Lives from History: The Twentieth Century; September 2008, p1–3
  8. ^ Cite error: The named reference go.galegroup.com2 was invoked but never defined (see the help page).