COGNITIVE DEVLOPMENT 1

Michael Katsandonis

MAT 690

Cognitive Development

National University
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Abstract

Many psychologists and scholars have developed theories in regards to cognitive

development. Jean Piaget, a development psychologist, established a widely-accepted theory

involving cognitive development that will be discussed below. The theory encompasses four

stages of development and states that all children pass through all four stages of development.

After a brief dissection of the theory, first hand examples of Jean Piaget’s theory being applied

are presented. The functions and dynamics of the stages that have been experienced by the

children within the examples are examined.

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Jean Piaget Theory

The theory chosen for this assignment involves cognitive development as explained by

the stages of development provided by Jean Piaget. Jean Piaget was born in Switzerland and is

known as the “most influential development psychologist in the history of psychology” (Slavin,

2015, p. 30). According to Slavin, “Piaget divided the cognitive development of children and

adolescents into four stages: sensorimotor, preoperational, concrete operational, and formal

operational” (2015, p.32). The theory provides that all children pass certain stages in their life

although some may pass through some stages at different times than others (Slavin, 2015). The

example used to demonstrate Piaget’s theory in this assignment involves a focus on the

preoperational and concrete operational stages of development typically found between the ages

of two to seven (Slavin, 2015).

Theory Application

The examples provided involve the comparison of the development of two younger

siblings. The older sibling, a male, was according to many during the time, late in developing his

language skills. His ability to talk seemed to be lagging behind what his mother had seen through

the comparison of other boys his age. His mother had taken trips to the doctor, purchased

software programs, and even went as far as bringing in a speech therapist in order to help the

child advance his speaking abilities as fast as possible. His sister, on the other hand, who was

two years younger, was faster at learning and expressing language than many of her peers and

maintains a very diverse vocabulary when compared to her brother during the same time of

development. According to the theory, both siblings were going through an incredible rate of
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learning language and concepts although they had experienced them at different times (Slavin,

2015).

Currently, both siblings are entering the concrete operational stage that involves the ages

of children from seven to eleven years old as provided by the cognitive theory presented by

Piaget (Slavin, 2015). According to Slavin, “Although the differences between the mental

abilities of preoperational preschoolers and concrete operational elementary school students are

dramatic, concrete operational children still do not think like adults” (2015, p.34). Both siblings

have shown to have difficulty when questioned with abstract thought as expected during this

time of development as explained by the stages of development provided by Piaget (Slavin,

2015). When asked questions about abstract concepts, both siblings seem to either show

confusion or an overwhelmingly obvious lack of interest in the question itself. Both siblings fall

under the guidelines of the theory so far into their development although the rates at which they

develop vary by the individual.

When helped with their homework, both siblings have shown an improvement in

problems with conservation. In other words, when dealing with math problems that involve

equations using the same numbers, both siblings are able to understand the concepts of

reversibility (Slavin, 2015). For example, the older male sibling has had much practice with math

homework over the course of this school year and has been able to convey a healthy

understanding of concepts that at first seemed challenging. However, his hard work has led him

to understanding concepts that fit into the concrete operational stage while his sister is just

recently starting to grasp the concept of reversibility as she practices her math problems provided

by an adult.
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Conclusion

The ability to apply theory to everyday situations such as the examples provided above

has incredible advantages for educators. The understanding of the stages of development can

serve as a guideline for many who may share the same fears as the scared mother mentioned in

the first example. The application of these concepts is even more vital for the specialists who are

brought in to help and comfort parents who may have doubts about the healthy development of

their child. As educators, these theories will work as guidelines to assist in the challenges

presented in each stage of the development of a child and student (Slavin, 2015).
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References

Slavin, Robert. (2015). Educational Psychology: Theory and Practice (11th ed.). Upper Saddle

River, New Jersey: Pearson.