Piaget cognitive theory at preoperational thought

Pre-operational stage (toddlerhood and early childhood): In this period, which has two sub
stages, intelligence is demonstrated through the use of symbols, language use matures, and
memory and imagination are developed, but thinking is done in a non-logical, non-reversible
manner. Egocentric thinking predominates.

From some book that we has read, preoperational stage happen in Infancy and toddler hood
that between age 1 month to 3 year old. That from some information, but from some other, the
proces start from infancy to the early childhood that is between from birth to 6 years old.

In pieget experiance, while working in Binet''s IQ test lab in Paris, Piaget became interested in
how children think. He noticed that young children''s answers were qualitatively different than
older children which suggested to him that the younger ones were not dumber (a quantitative
position since as they got older and had more experiences they would get smarter) but,
instead, answered the questions differently than their older peers because they thought
differently.

There are two major aspects to his theory the process of coming to know and the stages we
move through as we gradually acquire this ability.

Piaget described two processes used by the individual in its attempt to adapt assimilation and
accomodation. Both of these processes are used thoughout life as the person increasingly
adapts to the environment in a more complex manner. Assimilation is the process of using or
transforming the environment so that it can be placed in preexisting cognitive structures.
Accomodation is the process of changing cognitive structures in order to accept something
from the environment. Both processes are used simultaneously and alternately throughout life.
An example of assimilation would be when an infant uses a sucking schema that was
developed by sucking on a small bottle when attempting to suck on a larger bottle. An
example of accomodation would be when the child needs to modify a sucking schema
developed by sucking on a pacifier to one that would be successful for sucking on a bottle.
As schemes become increasingly more complex (i.e., responsible for more complex
behaviors) they are termed structures. As one's structures become more complex, they are
organized in a hierarchical manner (i.e., from general to specific).

Between 18 months to three years of age, toddlers have reached the "sensorimotor" stage of
Piaget's theory of cognitive development that involves rudimentary thought. For instance,
they understand the permanence of objects and people, visually follow the displacement of
objects, and begin to use instruments and tools. Toddlers start to strive for more
independence, which can present challenges to parents concerned for their safety. They also
understand discipline and what behavior is appropriate and inappropriate, and they understand
the concepts of words like "please" and "thank you."

Two-year-olds should be able to understand 100 to 150 words and start adding about ten new
words per day. Toddlers also have a better understanding of emotions, such as love, trust, and
 fear. They begin to understand some of the ordinary aspects of everyday life, such as
shopping for food, telling time, and being read to.

Cognitive development - pre-operational

Age Activity

One month Watches person when spoken to.

Two months Smiles at familiar person talking. Begins to follow moving person with eyes.
Four months Shows interest in bottle, breast, familiar toy, or new surroundings.
Five months Smiles at own image in mirror. Looks for fallen objects.
Six months May stick out tongue in imitation. Laughs at peekaboo game. Vocalizes at
mirror image. May act shy around strangers.
Seven months Responds to own name. Tries to establish contact with a person by cough or
other noise.
Eight months Reaches for toys out of reach. Responds to "no."
Nine months Shows likes and dislikes. May try to prevent face-washing or other activity that
is disliked. Shows excitement and interest in foods or toys that are well-liked.
Ten months Starts to understand some words. Waves bye-bye. Holds out arm or leg for
dressing.
Eleven Repeats performance that is laughed at. Likes repetitive play. Shows interest in
months books.
Twelve May understand some "where is...?" questions. May kiss on request.
months
Fifteen Asks for objects by pointing. Starting to feed self. Negativism begins.
months
Eighteen Points to familiar objects when asked "where is...?" Mimics familiar adult
months activities. Know some body parts. Obeys two or three simple orders.
Two years Names a few familiar objects. Draws with crayons. Obeys found simple orders.
Participates in parallel play.
Two-and-a- Names several common objects. Begins to take interest in sex organs. Gives full
half years names. Helps to put things away. Peak of negativism.
Three years Constantly asks questions. May count to 10. Begins to draw specific objects.
Dresses and undresses doll. Participates in cooperative play. Talks about things
that have happened.
 Preoperational stage of cognative theory as generally

Characteristics of the Preoperational Stage:

The preoperational stage occurs between ages two and six years old. Language development
is piece of element of this period. Piaget relize that children in this stage not yet understand
concrete logic, cannot mentally manipulate information and are unable to take the point of
view of other people which he termed egocentrism.
During the preoperational stage, children also become increasingly adept at using symbols, as
evidenced by the increase in playing and pretending. For example, a child is able to use an
object to represent something else, such as pretending a broom is a horse. Role playing also
becomes important during the preoperational stage. Children often play the roles of
"mommy," "daddy," "doctor," and many else.

Egocentrism:

Piaget used a number of creative and clever techniques to study the mental abilities of
children. One of the famous techniques egocentrism involved using a three-dimensional
display of a mountain scene. Children are asked to choose a picture that showed the scene
they had observed. Most children are able to do this with little difficulty. Next, children are
asked to select a picture showing what someone else would have observed when looking at
the mountain from a different viewpoint.

Invariably, children almost always choose the scene showing their own view of the mountain
scene. According to Piaget, children experience this difficulty because they are unable to take
on another person's perspective.

Conservation:

Another well-known experiment involves demonstrating a child's understanding of

conservation. In one conservation experiment, equal amounts of liquid are poured into two
identical containers. The liquid in one container is then poured into a different shaped cup,
such as a tall and thin cup, or a short and wide cup. Children are then asked which cup holds
the most liquid. Despite seeing that the liquid amounts were equal, children almost always
choose the cup that appears fuller.

Piaget conducted a number of similar experiments on conservation of number, length, mass,

weight, volume, and quantity. Piaget found that few children showed any understanding of
conservation prior to the age of five.
 Comparison theory between researcher about preoperational stages

Jerry fodor

Referrance :

Brainerd, C. (1978). Piaget's Theory of Intelligence. Englewood Cliffs, NJ: Prentice-Hall.

Miller-Keane Encyclopedia and Dictionary of Medicine, Nursing, and Allied Health, 5th ed.
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