Activity 3.2

Piaget’s theory of development is based on the principle that all children systematically go through a series of stages (sensorimotor, preoperational, concrete operational, and formal operational) in their cognitive development.  According to Piaget’s cognitive constructivism theory, children acquire specific intellectual abilities at each stage of development by building knowledge structures (schemata) through the equilibration process of assimilation and accommodation.  This results in the growth and development of schemata which become increasingly complex as children progress through the stages of development.

“There is a native tendency to assimilate certain kinds of conception at one age, and other kinds of conception at a later age.  During the first seven or eight years of childhood the mind is most interested in the sensible properties of material things” (James, 1899/2001, p. 72).  This passage illustrates the theoretical connection between James and Piaget that cognitive development occurs according to chronological age and learning should be matched with the developmental level of the child. 

Reference:     

                                           

James, W. (2001). Talks to teachers on psychology and to students on some of life's

ideals. Mineola, NY: Dover. (Original work published 1899).