An Evolution of Thought: Jean Piaget's Stages

Jean Piaget’s psychoanalytical theory is based on a child’s cognitive development.  He created a “dynamic theory of learning”, focusing on scientifically proving the actual “structure and development of knowledge” (Tourmen, 2016, p. 10).  He teaches that learning is based on experience and that humans build this knowledge through direct connections between contemplation and achievement.  To actually learn something, a person must actively take a piece of knowledge and transform it—not just regurgitate the information.  In his writings, he called humans “a system” instead of “a human”, based on this correlation between acquiring knowledge, acting upon that acquisition, and integrating feedback.

Jean Piaget’s Theory of Cognitive Development has four distinct stages describing how children’s thought processes evolve as they age.  The first stage is the Sensorimotor Stage, from infancy to 2 years.  This stage is characterized by infants learning through interaction with the world around them, using their senses and motor skills.  They investigate their environment through touch, sight, and manipulation of objects.  Two key components of this stage are Object Permanence and Goal-Directed Actions.  Object Permanence is “the understanding that objects continue to exist even when they are not visible” (Tourmen, 2016, p. 12).  Goal-Directed Actions are where the child performs actions “with a specific purpose in mind, indicating the beginning of intentional behavior” (Tourmen, 2016, p. 10).

The second stage is the Preoperational Stage, from ages 2-7 years.  This is when children start using language and develop memory and imagination.  Symbolic thinking is present, but “operations” are not fully formed yet.  Operations are considered organized, formal, and logical mental processes.  The three key characteristics of this stage are Egocentrism, Symbolic Play, and Animism.  Egocentrism is characterized by difficulty viewing the world from perspectives other than one’s own.  Symbolic Play is when objects are used to represent other things, like a Lego block representing an animal—this demonstrates symbolic thinking.  Animism is the belief that inanimate objects have feelings and intentions (Costa, 2019).

The third stage is the Concrete Operational Stage, from ages 7 to 11 years.  This is where children begin to think logically about concrete events.  They learn about management and protection concepts and can classify objects based on many of their features.  Three key characteristics of this stage include Conservation, Classification, and Seriation. Conservation is where the child understands that the quantity of something remains the same regardless of a change of shape or arrangement.  Classification is when the child gains the ability to sort objects into categories based on shared characteristics.  Seriation is the ability to arrange objects in a logical sequence (Costa, 2019).

The fourth and final stage of Piaget’s developmental theory is the Formal Operational Stage, beginning at age 12 and continuing through adolescence.  This is when children develop the ability to think abstractly and reason hypothetically.  They can now consider abstract relationships between people or objects and recognize concepts such as justice.  Three key characteristics of this stage include Abstract Thought, Hypothetical-Deductive Reasoning, and Metacognition.  Abstract Thought is the ability to consider ideas and concepts that are not in sight.  Hypothetical-Deductive Reasoning is where children develop hypotheses and begin testing them.  Metacognition is the awareness and understanding of one’s own thought process (Costa, 2019).

Other concepts Piaget describes include Assimilation, Accommodation, and Equilibrium. Assimilation is the process of absorbing new information and incorporating it into existing cognitive structures.  Accommodation is the process of changing existing ideas to accommodate new information.  Equilibrium is a balance between Assimilation and Accommodation, leading to stable understanding.  Piaget’s theory stresses that children are active learners who build knowledge through experience, encouraging hands-on approaches (Costa, 2019).