OVERVIEW

 This lesson will help you to understand and know about cognitive development from infants and
toddlers to adolescence. Under of this topic are:
• Piaget stages of cognitive development
• Cognitive skills / domain of infants to adolescence
• Struggles if the cognitive skills is weak

OBJECTIVES

• Gain more understanding about Cognitive Development

• To understand the Piaget stages of cognitive development
• Indentify the different domains of infants to adolescence

KEY CONCEPTS AND DISCUSSION

Cognitive Development
• information from memory; and manipulate refers to increase ability of the child to interpret
sensory events; register and retrieve schemata, images, symbols and concepts in thinking ,
reasoning, problem solving, and the acquisition of knowledge and beliefs in the environment.

Cognitive Skills
• Are any mental skills that are used in the process of acquiring knowledge; these skills include
reasoning, perception, and intuition.

• Are the core skills your brain uses to think, read, learn, remember, reason, and pay attention.
 PIAGET’S STAGES OF COGNITIVE
DEVELOPMENT
STAGES APPROXIMATE NATURE OF SCHEMATA
AGE
SENSORI 0-2 Sensation and motor actions
MOTOR
PRE- 2-7 Illogical operations, symbolic
OPERATIONS representations, egocentric,
self-centered
CONCRETE 7-11 Logical, reversible operations,
OPERATIONS decentered; object bound
FORMAL 11- ADULT Abstract – not bound to
OPERATION concrete objects

SENSORIMOTOR STAGE – The knowledge gained by the infant at the sensorimotor stage is
obtained through physical experience with the environment. The infant uses his or her senses to
experience the environment and his or her physical motor actions to interact with it. The reflexes the
newborns use to build schemata are the starting point for cognitive development. The intellectual changes
that occur during the sensorimotor period are quite dramatic.

PREOPERATIONAL STAGE – The preoperational stage extends roughly from four to seven years
of age. These are of course, individual differences in the age of children at a particular age. Piaget uses
the term operation to refer to actions based on logical thinking. The actions of a child at the pre-operation
stage are based on thought, but the actions do not always seem logical from an adult perspective. Thus,
the child’s thinking is considered pre-logical or preoperational because illogical thinking does not prevent
youngsters from mentally representing or symbolizing. Preschoolers can easily pretend that a wooden
building block in a car or a baby in a carriage or a piece of cheese. This capability to replace one object to
another or to use words to talk about actions and experiences is called symbolic representation. It is a
hallmark of the pre-operation stage.

CONCRETE-OPERATIONAL STAGE – This is the first stage of operational or logical thought, in

which schemata allow students to realize that there is stability in the physical world and that reasoning
about the physical world can proceed logically. Because the logical schemata are still new at this stage,
students can best use them when considering objects and events that are concrete. Many educators refer to
the concrete operation stage as the “hands on” period of cognitive development. Although the child can
reason, his or her ability to reason is limited to tangible objects and direct experiences.

FORMAL OPERATIOS – The final stage in Piaget’s theory begins roughly around eleven or twelve
years of age and continues into and throughout adulthood. Abstract reasoning is the hallmark of the
formal operations stage.

Abstract reasoning is the ability to think logically about intangibles. Students who reach the stage
of formal operation can begin to deal with possibilities. They can think in terms of hypothesis. If X……
then Y…… They can see beyond the here and now. They can verbalize the mental rules they use in
solving problems. The logical operation of the concrete operations stage can be performed outside the
presence of concrete objects themselves.

I play a video about the Piaget Stages of Cognitive Development

Reference:

Here are the some examples of cognitive skills or domain by stages of cognitive development of
children and adolescence.

INFANTS AND TODDLERS (0-3 YEAR OLD)

COGNITIVE SKILLS/DOMAIN

• Listens attentively to sounds and voices.

• Cries deliberately for assistance.

 • Recognizes and responds to name.

• Studies objects intently.

• Forget about objects that cannot see.

• matches shape and colors

EARLY CHILDHOOD (4-6 YEAR OLD

COGNITIVE SKILLS/DOMAIN

• ego centric, illogical, magical thinking

• used language as communication tool

• can complete 6-8 piece puzzle

• lots of why and how questions

• correctly identify colors

• Good imagination.

MIDDLE CHILDHOOD (7-9 YEAR OLD)

COGNITIVE SKILLS/DOMAIN

• Concrete operational thinking replaces egocentric cognition.

• Thinking becomes more logical and rational.

• Accumulation of much general knowledge.

• Gradual development of ability to apply learned concepts to new tasks.

• Frequent interest in learning life skills.

 • The early adolescent years mark the beginning of a abstract thinking but revert to concrete
thought under stress.

LATE CHILDHOOD (10-13 YEAR OLD)

COGNITIVE SKILLS/DOMAIN

• more effective coping skills

• Can remember events from months, or years later.

• Understands how his behavior affects others.

• Most interested in present with limited thought to the future.

• Intellectual interests expand and become more important.

• Deeper moral thinking.

ADOLESCENCE (13 ABOVE)

COGNITIVE SKILLS/DOMAIN

• thinking about the meaning of life

• ability to delay gratification

• think hypothetically, abstractly, logically

• examination of inner experience

• interest in moral listening

• continued growth of capacity for abstract thought

• cognitive development is uneven, and impacted by emotionality

• Philosophical and idealistic. What do I what to do with my life? Increased concern for the future.
 • Greater capacity to used insight individual variation between some children who are still focused
on logic and others who are able to combine logical and abstract thinking.

• practicing new thinking skills through humor and by arguing with parents and others

• Use of humor focused on satire, sarcasm, and sex (often irritating to adults.

I play a sample video about the two child with the age of 4 and 7 years old. Video show the different
types of example about logical situation, on that video the 4 and 7 years old has different the way she
think and he way she observe the situation.

Reference:

Here are the struggles may be experience if our cognitive skills are weak can affect in our
cognitive development.

STRUGGLES MAY BE EXPERIENCING IF THAT SKILL IS WEAK:

 ATTENTION/SUSTAINED
What it does: Enables you to stay focused and on task for sustained period off time.

Common problem when this skill is weak:

-Lots of unfinished projects, jumping from task to task.

 ATTENTION/DIVIDED

What it does: Enables you to remember information while doing two things at once.

Common problems when this skill is weak:

- Difficulty multitasking, frequent mistakes.

 MEMORY/LONG-TERM

What it does: enables you to recall information stored in the past.

Common problems when this skill is weak:

-forgetting names, doing poorly on tests, forgetting things you used to know.

 MEMORY/WORKING

What it does: Enables you to hang on to information while in the process of using it.

Common problems when this skill is weak:

-having to read the directions again in the middle of a project.

-difficulty following multi-step directions, forgetting what was just said in a conversation.

 LOGIC & REASONING

What it does: enables you to reason, form ideas, and solve problems.

Common problems when this skill is weak:

-Frequently asking "what do i do next?" or saying "i don't get this," struggling with math, feeling stuck or
overwhelmed.

 AUDITORY PROCESSING

What it does: enables you to analyze, blend and segment sounds.

Common problems when this skill is weak:

- struggling with learning to read, reading fluency, or reading comprehension.

 VISUAL PROCESSING

What it does: enables you to think in visual images

Common problems when this skill is weak:

-difficulties understanding what you've just read, remembering what you've read , following directions,
reading maps, doing word math problems.

 PROCESSING SPEED

What it does: enables you to perform tasks quickly and accurately

Common problems when this skill is weak:

- Most tasks are more difficult. taking a long time to complete tasks for school or work, frequently being
the last one in group to finish something.

DISCUSSION QUESTIONS

1. In your opinion, why do you think that every individual are not equal regarding in their IQ level?
2. It can be possible that environment can help individual person to increase in their cognitive
skills?
3. It is true that cognitive skills level of one person are base on their ages?

EVALUATION/QUIZ

Directions: Write the letter of the correct answer on the blank provided

1. What is the correct sequence of period’s development?

a. Infants and toddlers - middle childhood - late childhood – early childhood – adolescence
b. Infants and toddlers - early childhood - middle childhood - late childhood – adolescence
c. Infants and toddlers - early childhood - middle childhood – adolescence - late childhood
d. Infants and toddlers - early childhood - late childhood - middle childhood – adolescence
2. It is Piaget stages of cognitive development refers to sensation and motor actions
a. Sensorimotor stage
b. Pre-operational stage
c. Concrete operational stage
d. Formal operations stage
3. It is Piaget stages of cognitive development refers to Logical, reversible operations, decentered;
object bound
a. Sensorimotor stage
b. Pre-operational stage
c. Concrete operational stage
d. Formal operations stage
4. It is Piaget stages of cognitive development refers to Illogical operations, symbolic
representations, egocentric, self-centered
a. Sensorimotor stage
b. Pre-operational stage
c. Concrete operational stage
d. Formal operations stage
5. It is Piaget stages of cognitive development refers to Abstract – not bound to concrete objects
a. Sensorimotor stage
b. Pre-operational stage
c. Concrete operational stage
d. Formal operations
6. It is refers to enables you to stay focused and on task for sustained period off time
a. Attention / Sustained
b. Processing speed
c. Visual processing
d. Attention / Divided
7. It is refers to enables you to remember information while doing two things at once.
a. Attention / Sustained
b. Processing speed
c. Visual processing
d. Attention / Divided
8. It is refers to enables you to perform tasks quickly and accurately
a. Attention / Sustained
 b. Processing speed
c. Visual processing
d. Attention / Divided
9. It is refers to enables you to think in visual images
a. Attention / Sustained
b. Processing speed
c. Visual processing
d. Attention / Divided
10. It is refers to enables you to reason, form ideas, and solve problems.
a. Logic and Reasoning
b. Auditory processing
c. Visual processing
d. Attention / Divided
11. It is refers to enables you to analyze, blend and segment sounds.
a. Logic and Reasoning
b. Auditory processing
c. Visual processing
d. Attention / Divided
12. It is refers to enables you to hang on to information while in the process of using it.
a. Memory / Long-term
b. Logic and Reasoning
c. Auditory processing
d. Memory / Working
13. It is refers to enables you to recall information stored in the past.
a. Memory / Long-term
b. Logic and Reasoning
c. Auditory processing
d. Memory / Working
14. It is refers to increase ability of the child to interpret sensory events; register and retrieve
schemata.
a. Cognitive development
b. Cognitive skills
c. Sensorimotor stage
d. Pre-operational stage
15. It is a mental skills that are used in the process of acquiring knowledge
a. Cognitive development
b. Cognitive skills
c. Sensorimotor stage
d. Pre-operational stage

APPENDICES / REFERECES