1. UNIT II
(v)
INTELLCTUAL DEVELOPMENT

2. INTELLECTUAL/COGNITIVEINTELLECTUAL/COGNITIVE
DEVELOPMENTDEVELOPMENT
JEAN PIAGET
SWISS BIOLOGIST

3. JEAN PIAGET

4. JEAN PIAGET
 STAGES OF INTELLECTUAL
DEVELOPMENT
 According to Piaget
 Pattern of development is quite constant and
universal

5. JEAN PIAGET
STAGES OF INTELLECTUAL
DEVELOPMENT
1. Sensory – motorstage (from birth to about
two years)
2.Pre- Operational Stage ( about 2 to 7 years)
3.Concrete Operational Stage (About 7 to 11
years)
4. Formal operational Stage (about 12 to 15
years)

6. STAGES OF INTELLECTUAL
DEVELOPMENT

7. STAGES OF INTELLECTUAL
DEVELOPMENT

8. JEAN PIAGET
STAGES OF INTELLECTUAL
DEVELOPMENT
1.Sensory – motorstage (from birth to about
two years)
Characteristics
a) Absence of language
b)The stage is limited to direct sensory and
motor interactions with the environment

9. 1. Sensory – motorstage
Pattern of development
At birth: Exhibits a limited number of
uncoordinated reflexes ;
e.g.,
 Sucking,
 Looking,
 Reaching and
 Grasping

10. 1. Sensory – motorstage
Next fourmonths: Uncoordinated reflexes are
coordinated in to simple schemas;
e.g.,
 Trying to suck anything which is put in to its
mouth
 Looking at what ever it sees
 Reaching for everything
 Grasping all that is put in to its hands

11. 1. Sensory – motorstage
By the age of eight months:
 The infant is able to react to objects outside
himself
 The concept of object permanence evolves in
the cognitive structure of the infant

12. JEAN PIAGET
STAGES OF INTELLECTUAL DEVELOPMENT
2. Pre- Operational Stage ( about 2 to 7 years)
Language development
Begins to utter words and
Development in thinking
Symbolic representation of images and
things

13. JEAN PIAGET
 2. Pre- Operational Stage ( about 2 to 7 years)
This stage can be further divided in to
 Pre-Conceptual phase ( about 2 to 4 years)
 Intuitive phase (app. 4 to 7 years)

14. JEAN PIAGET
 2. Pre- Operational Stage ( about 2 to 7 years)
2.1. Pre-Conceptual phase ( about 2 to 4
years)
It is a period of rudimentary concept formation
Characteristics
a) They identify objects by names of classes
E.g., all men are daddy, all women are
mummy etc

15. JEAN PIAGET
 2.1. Pre-Conceptual phase ( about 2 to 4
years)
Characteristics
b) Illogical mode of thinking and reasoning
e.g., They would take cow for all animals of that
size and features
c) Highly imaginative
e.g., Taking doll for baby, chair for bus ,wooden
block for byke etc

16. JEAN PIAGET
2.1. Pre-Conceptual phase ( about 2 to 4 years)
Characteristics:
d) Egocentric nature: The child can see the world
only from his own stand point.
It considers itself the centre of the world and
people should perceive thigs as it perceives

17. JEAN PIAGET
2. Pre- Operational Stage ( about 2 to 7 years)
2.2 Intuitive phase (app. 4 to 7 years):
In this stage
 Concepts are formed at a more advanced
level
 Thinking is carried out intuitively not logically

18. JEAN PIAGET
 2. Pre- Operational Stage ( about 2 to 7 years)
 Reversibility (ability to reverse)
 and
 Conservation (ability to see an object as
permanent even though its length, width or
shape changes)
 are absent during this stage

19. JEAN PIAGET
3.Concrete Operational Stage (About 7 to 11
years)
Characteristics
1. Thinking becomes quite systematic and logical
2. Develop ability to Conserve in terms of
quantity and number of objects
3. The child is no longer ego centric
4. Develop Number concept in concrete form

20. JEAN PIAGET
3.Concrete Operational Stage (About 7 to 11
years)
Characteristics
5. Learns to tackle complex concrete problems
6. Understands relationships and discrepancies
in things
7. Learns to classify things and arrange things in
the increasing and decreasing order of size

21. JEAN PIAGET
4. Formal operational Stage (about 12 to 15
years)
Characteristics
1. The child learns to deal with abstraction by
logical thinking
2. The child learns to use symbols effectively
3. The child begins to construct relationships
between symbols and concrete operations

22. JEAN PIAGET
4. Formal operational Stage (about 12 to 15
years)
Characteristics
4. The child begins to appreciate hypothetical
problems
5. It begins to look at problems in many ways
6. It reflects the most advanced stage of
cognitive
functioning ( higher order intellectual
functioning)

23. JEAN PIAGET
Higherorderintellectual functioning
Characteristics
1. Build up multiple hypotheses and alternate
solutions
2. Verify all solutions in a systematic manner
3. Generalize and arrive at abstract rule that cover
many specific situations.

26. CONSERVATION

27. JEAN PIAGET INTELLECTUAL
DEVELOPMENT
 He views intelligence in terms of biological
development which facilitates an individuals
interaction with environment at a particular
psychological level

28. JEAN PIAGET INTELLECTUAL
DEVELOPMENT
 His primary focus is on developing abilities to
an optimum level
 To him
 Individual should be active in discovering and
structuring reality for himself

29. JEAN PIAGET
 His concept of intelligence and learning is
basically difined in terms of
 Content
 Structure and
 Function

30. JEAN PIAGET
 Content ; It refers to the organism’s response
 Structure ; It refers to the genetic aspect of
development
 Function ; It refers to certain modes of
interaction with the environment

31. JEAN PIAGET
 Intellectual/Cognitive development
 Cognitive development consists of structural
changes required to accommodate new data.
 The structural units are called schema
 Schema is the unit of cognitive structure.
 Schema is the important concept in his theory
of intellectual development

32. JEAN PIAGET
 Each stage is marked with a special schema
 It is associated with motor activities
 Physical development is related to this motor
activities which in turn decides his intellectual
development

33. JEAN PIAGET
 Schema
 Motor activities
 Physical development
 Intellectual development

34. JEAN PIAGET
 Human beings inherit two basic tendencies
 Organization and Adaptation
 Organization: It is the tendency to systematize
responses (and combine processes into coherent
general system)
 Adaptation : It refers to the tendency to adjust to
the environment
 Both physical and mental functioning are
governed by these two tendencies

35. JEAN PIAGET
 Adaptation
 It is the process of creating a good fit between
one’s own schema and new experiences one
gets. It comprises two sub processes
 Assimilation
 and
 Accommodation

36. JEAN PIAGET
 Assimilation : It is the fitting of new
experiences in the older stock of experiences
 It is the process of responding to the
environment according to one’s existing
cognitive structure
 It occurs when some thing new is drawn into
the old pattern and becomes a part of the
inner organization
 Individual’s old schema does not change in
this process. It alone does not lead to
intellectual development

37. JEAN PIAGET
 Accommodation :
 It involves changing the existing experiences
(schema) to incorporate the new ones.
 It involves modification of existing cognitive
structure
 It is the major vehicle or means of intellectual
development

38. JEAN PIAGET
 Equilibration
 It is the innate tendency leading to the
organization of one’s experiences towards
maximal adaptation
 It is a continuous drive towards equilibrium or
balance
 It is proceeding towards better forms of
knowledge.
 It is the dual mechanism of assimilation and
accommodation headed with equilibration
which leads to steady intellectual

39. JEAN PIAGET
 Interiorisation
 The process of decreasing dependence on the
physical environment and increased use of
cognitive structure is termed as interiorisation.

40. EQUILIBRATION
Physical
Environment
Perception
Accommodation
Cognitive
Structure
Assimilation

41. Need Revision?
 Yes ?
 Or
 No?