How to facilitate cognitive growth in Piaget's stages... -- EDPR 2111 Sec 151 Carrier Center

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Date Posted: 11:27:39 06/21/07 Thu
Author: Jennifer Barclay
Subject: How to facilitate cognitive growth in Piaget's stages...

In order to facilitate cognitive growth with a child,I would do the following in each stage:
Sensorimotor (roughly birth to 2 years old): Since the child relies on seeing,touching, sucking, feeling, and using his/her senses to learn things about themselves and their environment, I would make sure that I had toys with mirrors so the child could see his reflection. I would have lots of toys with lights and various noises to keep their attention and let them explore. Musical instruments and having music to dance to are great ideas for the toddlers in this stage. I would also begin to work with object permanence in this stage by making toys "disappear" and aiding the children in where to find them. In addition, I would make sure to have a lot of physical contact with the child because I know that helps them learn at this stage. And for the younger infants in this stage, I would make sure to have visually interesting mobiles above their cribs and play areas, as well as various rattling or noise making hand held toys which would help them practice their grip as well as make their own noise.
Preoperational Stage (roughly 2-7 years old): They will be beginning to grasp object permanence in this stage, that is definitely something I would reinforce and work with. And becuase they are egocentric (having problems distinguishing from their own perceptions and perceptions of others) and they have difficulties comprehending conservation by focusing only on the height of containers rather than both the height and width when determining what has the biggest volume...these are two things I would focus on. I would make sure to have a sort of "show and tell" or a time to share something with classmates (whether it be about their weekend, a trip to see grandma, how they did nothing, or if they want to share a new toy they received, and so on) so that each child may have time to share something with their classmates, which hopefully would result in them having a greater understanding of each other and each other's interests. As well, I would do as many group activities as possible. I would also work heavily with conservation since I know that each stage lays the groundwork for the next. I would divide a container of playdough in half in front of the entire class. I would then roll one half into a long snake and shape the other like a ball, then ask my students which is longest, and I would explain how they are the same just in different forms. I would do similar "experiments" with the class using water, blocks, etc. The result would hopefully be an understanding of conservation to help them move onto the next stage.
Concrete operations (roughly 7 to 11 years old): Since I know that intelligence in this stage becomes symbolic and logical, I would work heavily with reversibility, seriation(putting things in height order), and sequencing. I would like them to be able to reverse the order of relationships between mental categories, so I would show them a picture of a tabby and explain how it is a cat and how a cat can be a tabby. I would also work with numbers and equations such as 3+4=7 and 4+3=7 to show them how two equations reversed can produce the same answer. In order to help them put objects in a logical sequence, I would do activities using colored shapes, and show them how sequencing works...such as, red sqaure red square blue circle red square red square...and ask them what comes next (blue circle). As for seriation, I would start off with something simple like blocks and have them arrange them in size order.
Formal Operations (roughly 11 to 16 years old): Since children at this stage have more abstract thinking, I would try different activities to encourage these abstract thoughts. I would have them read a book and have them explain how the story would have been different without one of the main characters. Since I know they are beginning to be able to handle algebraic equations such as a+b=x, I would help them understand that if a+b=x then x-b=a. I would incorporate more abstract forms of math like this. Also if anyone is interested, I found this link...it is a test to see if you have reached the formal opertions stage. http://www.afunzone.com/fot.html

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