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Piaget’s
Cognitive Developmental Stages
Sensorimotor
stage (Infant - Crawler)
- Development
is largely nonverbal.
- Main
concern is learning purposeful movements with information from the senses.
- Gradual
emergence of the concept of object permanence (looks where a ball thrown
behind an object will emerge).
Preoperational
stage (Toddler-Kindergarden)
- Ability
to think symbolically and use language.
- Thinking
is largely intuitive (thinks the sun or moon is following when walking).
- Confuses
words with the objects they represent.
- Child
is egocentric (unable to take the viewpoint of other people).
Concrete
Operational Stage (Gradeschool)
- Mastery
of the concept of conservation of matter (Now realizes that Santa’s
bag couldn’t hold all of those toys).
- Concepts
of time, space and numbers develops. Categories and principles are used.
- Child
can think logically about concrete objects or situations.
- Ability
to reverse thoughts or operations (if 4 X 2 = 8, then 2 X 4 = 8)
Formal
Operations (Middle School and up)
- Thinking
becomes based on more abstract principles.
- Is
Less egocentric.
- Can
consider hypothetical possibilities (uses more complex strategy in games).
- Full
adult intellectual ability is attained. However, the full development
of deductive reasoning, knowledge and wisdom depends on education and
willingness of child to participate.
Piaget
Today
- Piaget's
model is still a good general way to look at a child's cognitive development
- Intellectual
growth is not as age and stage related as Piaget claimed. There can
be wide variations.
- Effects
of learning can accelerate the attainment of a skill.
- Cycles
of brain growth do occur at times that correspond with Piaget’s
stages and rapid mental gains do occur at these ages.
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Erikson’s
Developmental Stages
Birth
to 1 Year—Trust versus mistrust
- Trust
is established when babies are given adequate warmth, touching, love
and physical care.
- Mistrust
is caused by inadequate or unpredictable care by parents who are cold,
indifferent, or rejecting.
- This
is also referred to as emotional attachment.
1-3
Years—Autonomy versus Shame and Doubt (Can I separate from my parents?)
- This
stage is characterized by growing self-control expressed by climbing,
touching, exploring and a general desire to do things for themselves.
- This
is usually accompanied by many “accidents”—spilling,
falling, wetting, etc.
- Autonomy
is fostered by encouraging children to try new skills.
- Shame
and doubt result from parents who ridicule, overprotect or discipline
harshly.
3-5—Initiative
versus Guilt (Is it safe to try things on my own?)
- In
this stage the child moves from simple self-control to an ability to
take initiative.
- The
child learns to plan, undertake, and carry out a tasks through play.
Pretend play helps children practice more mature social skills and rolls.
- Initiative
is gained when parents allow the child to freedom to lay, to ask questions,
use imagination, and to choose activities.
- Children
feel guilty about the activities they initiate when severely criticized,
not being allowed to play, or having question discouraged.
6-12—Industry
versus Inferiority (Am I competent or incompetent?)
- Elementary
school years are the child’s “entrance into life.”
- A
sense of industry comes if they win praise for and feel successful at
building, painting, cooking, reading, studying, and other productive
activities.
- Feelings
of inferiority come when the child feels he/she is unable to accomplish
these tasks or is regarded as messy, childish, or inadequate.
Adolescence—Identity
versus role confusion (Where is my place in the world?)
- Primary
task is the need to answer the question “Who am I?”
- The
adolescent must build a consistent identity out of self-perceptions
and relationships with others.
- Role
confusion or uncertainty about who they are and where they are going
comes from failure to do this.
Young
Adulthood—Intimacy versus Isolation
- After
establishing a stable identity, a person is prepared to share meaningful
love or deep friendship with others. Intimacy means an ability to care
about others and to share experiences with them.
- Many
adult relationships remain superficial and unfulfilling.
- Failure
to establish intimacy with others leads to a deep sense of isolation.
(Other things may be substituted for intimacy: sex, success, work, money,
hobbies, children).
Middle
Adulthood—Generativity versus Stagnation
- Generativity
is expressed by caring about oneself, one’s children, and the future.
Generativity is achieved by guiding one’s own children or by helping
other children (e.g. as a teacher, clergyman, or coach) or through productive
or creative work. A person’s concern and energies must be broadened
to include the welfare of others and of society as a whole.
- Stagnant
is when life loses meaning and the person feels bitter, dreary, and
trapped.
Late
Adulthood—Integrity versus Despair
- Old
age is a time of reflection. The events of a lifetime need to be seen
with acceptance and satisfaction.
- Integrity
comes from having lived richly and responsibly. This allows a person
to face aging and death with dignity.
- Despair
comes if previous life events are viewed with regret. There is a sense
that life has been a series of missed opportunities and that one has
failed and it is too late to reverse what has been done. Aging and the
threat of death then become a source of fear and depression.
Keep
in mind the above is just an outline. Many details are not included. These
are just some of the major events in a person’s life.
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