Piaget's theory of cognitive development in children

Piaget's observations of children lead him to conclude that, generally speaking, children do not think, reason, or problem-solve like adults. Piaget suggested that children's cognitive processes develop gradually and that this development occurs in stages. Piaget also suggested that two processes, which he labelled assimilation and accommodation, underlie this cognitive development. According to Piaget, assimilation refers to a child's tendency to fit new information into existing mental frameworks, so their understanding of the world is based on their existing concepts and ways of thinking. The process of accommodation involves the tendency for the child to alter their existing concepts or thought patterns so new information can fit in.According to Piaget, the first stage in cognitive development is the sensorimotor stage, which occurs between ages 0-2 years. During this stage, infants acquire the mental ability to understand that when objects are moved out of their sight, they still continue to exist. He termed this ability object permanence.Piaget termed the seconds stage of cognitive development the preoperational stage, a period of development experienced between the ages of 2-7 years. During this period, children generally think without using reasoning or logic. They find it difficult to understand that others may perceive the world differently than they do. Piaget described this response as egocentric. Another important thinking style in this stage is animism which is the belief that everything which exists has some kind of consciousness. Symbolic thinking is another important development in thinking during this stage. This is the ability to use symbols such as words and pictures to represent objects that are not physically present. Evidence of this is seen in pretend play. According to Piaget, children this age also develop reversibility of thought, which allows them to reverse their thoughts or mental operations about objects and situations. Finally, another key cognitive achievement of this stage is transformation which is understanding that something can change from one state to another (eg. ice cube to water).However, by the third stage of their cognitive development, the concrete operational stage (when they are aged 7-12 years), most children develop an understanding of the world that uses reasoning and logic. For example, they develop an understanding that mass, weight and volume remain unchanged when the shapes of objects change. Piaget termed the ability to think logically about concrete objects and situations conservation. Another key cognitive achievement in this stage is the ability to organise objects or events into categories based on common features (eg. colours). Piaget termed this classification.When children reach the final stage of cognitive development, the formal operational stage (which occurs from ages 12 and up), Piaget suggested that children develop an ability to think in a way that does not rely on the ability to see, visualise, experience or manipulate in order to understand something. Piaget called this abstract thinking. Now they can move away from thinking based on concrete objects and specific examples. They are able to consider future possibilities and incorporate hypothetical possibilities into their thinking patterns. Idealistic thinking is also possible during this stage. For example, teens often think about the most desirable characteristics of themselves and others, compare themselves and others to a perfect standard, and strive towards being their ideal person.