Correct option is D
The correct answer is A, D, B, C.
1. According to Piaget, Object permanence (A) is typically achieved in the Sensorimotor Stage, around 8–12 months, where infants understand that objects continue to exist even when they are not visible.
2. Centration (D) occurs during the Preoperational Stage (around ages 2–7), where children tend to focus on one aspect of a situation or object, ignoring others. For example, a child may focus on the height of a glass rather than its width, misunderstanding conservation.
3. Reversibility (B) is a cognitive milestone achieved during the Concrete Operational Stage (ages 7–11), where children understand that objects or actions can be reversed. For example, if a ball is flattened, they know it can be restored to its original shape.
4. Abstraction (C) is developed in the Formal Operational Stage (ages 11+), where individuals can think about abstract concepts and hypothetical situations, beyond concrete objects.
Information Booster
1. Piaget’s Cognitive Development Theory:
1.1. Overview: Jean Piaget was a Swiss psychologist who developed a theory of cognitive development, which suggests that children go through a series of stages that shape how they think and understand the world. Piaget’s theory focuses on how children develop logical thinking and problem-solving abilities as they mature. He proposed that cognitive development occurs in four stages: Sensorimotor, Preoperational, Concrete Operational, and Formal Operational.
2. Stages of Cognitive Development:
2.1. Sensorimotor Stage (Birth to 2 years):
In this stage, infants learn through their senses and actions. They begin to understand that their actions can cause effects in the world around them.
One of the key achievements in this stage is the development of Object Permanence (A), the understanding that objects continue to exist even when they cannot be seen, heard, or touched. For example, when a toy is hidden, infants who have developed object permanence will understand that the toy still exists.
During this stage, infants gradually move from reflexive actions to more intentional behaviors, including imitation and problem-solving.
2.2. Preoperational Stage (2 to 7 years):
Children in the Preoperational stage are able to use symbols, language, and imagination. They begin to engage in symbolic play and can think about objects and events that are not physically present.
However, they are still limited by Centration (D), meaning they can only focus on one aspect of a situation at a time and tend to ignore other relevant features. For instance, a child might focus only on the height of a glass of liquid and fail to understand that the amount of liquid remains the same even if the glass is shorter and wider.
This stage is characterized by egocentrism, where children have difficulty understanding perspectives other than their own.
2.3. Concrete Operational Stage (7 to 11 years):
In this stage, children begin to think logically about concrete events. They develop the ability to perform mental operations, such as Reversibility (B), understanding that actions can be undone. For example, if water is poured into a different-shaped container, children can understand that the amount of water remains the same.
They also understand the concept of Conservation (the idea that quantity remains the same despite changes in shape or appearance), which they couldn't grasp in the Preoperational stage.
Children also develop the ability to classify objects according to multiple features and to arrange objects in a series (e.g., ordering sticks from shortest to longest).
2.4. Formal Operational Stage (11 years and older):
The Formal Operational stage marks the onset of abstract thinking. Adolescents can now think about hypothetical situations, engage in abstract reasoning (C), and consider multiple perspectives.
They can formulate hypotheses and think about possibilities that do not directly exist in the real world, allowing them to solve problems logically even when the issues are not concrete.
This stage also includes the ability to think systematically and engage in deductive reasoning—drawing specific conclusions from general principles.
3. Key Concepts of Piaget’s Theory:
3.1. Schemas: Piaget introduced the concept of schemas, which are mental structures or frameworks that help individuals organize and interpret information. Schemas evolve over time through the processes of assimilation and accommodation.
Assimilation involves incorporating new information into existing schemas (e.g., a child who knows how to play with a ball uses that knowledge when they encounter a new type of ball).
Accommodation involves changing existing schemas to incorporate new information (e.g., a child learns that a new toy ball works differently from the one they are used to).
3.2. Equilibration: Piaget believed that children move between states of equilibrium (when their schemas and the world around them are in balance) and disequilibrium (when new experiences or information challenge existing schemas). They then undergo assimilation or accommodation to restore equilibrium.
4. Piaget’s Impact on Education and Development:
4.1. Educational Approaches: Piaget’s theory has had a significant impact on educational practices. His ideas emphasize the importance of hands-on learning and allowing children to actively explore their environment. Learning is seen as an active process where children construct their knowledge through interaction with the world.
4.2. Child-Centered Learning: Piaget’s theory supports the idea of child-centered education, where children are given opportunities to explore, problem-solve, and make decisions at their own pace according to their developmental stage.
4.3. Cognitive Development in Different Cultures: Piaget’s stages have been widely accepted, but critics have pointed out that cognitive development may not occur exactly the same way across all cultures. Different experiences and environments can affect the pace of development.
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