Piagetian Stages Research Articles

Mindfulness-Based Education: Exploring Cultural and Age-Related Perspectives Through Course Design

This study delves into the complexities of designing and implementing mindfulness education tailored to children and adolescents. Using basic theories of cognitive development such as Piaget's stages and Vygotsky's socio-cultural theories, the mindfulness classroom was designed to accommodate age-specific cognitive abilities and resulted in a curriculum design model that can be flexibly utilized to develop self-regulation skills and relate to activities that are critical in childhood, with the theory of mindfulness, present-focused activities, meditation activities, and perceptual activities that can be utilized as habits in real life. Through a combination of theoretical present-focused activities, meditation-related activities, perception-related activities, and activities that can be utilized in real life as habits, students develop self-regulation skills that are consistent with the cognitive flexibility that is essential in development. Sensory-related activities reinforce the integration of mindfulness into daily life. Working together to ensure accessibility in low socioeconomic status environments promotes inclusivity classroom, the study took place in a collective Chinese culture, but consideration of individualistic culture is also essential, and curricula tailored to the socio-emotional challenges of different ages need to be continually refined. Future research should explore cultural adaptation and expand the diversity of participants for a more inclusive understanding. In conclusion, this study advocates for mindfulness curricula to be synchronized with cognitive development, emphasizing that curricula should be designed with age-appropriate content, meditative practices, and real-life connections and adapted to different cultural backgrounds, socioeconomic backgrounds, and student populations with special needs.

A Critical Appraisal: Elementary School Coding Education Effectiveness with Scratch in Alignment with Cognitive Development, Analyzed through Piagetian Lens

The digitalization has revolutionized the education sector by integrating technology and bringing about significant changes. Computational Thinking (CT), an indispensable skill for the 21st century, has now become an integral part of school curricula in several countries worldwide. Focused on enhancing CT skills, programming education, especially through Scratch, Scratch simplifies programming concepts, making it suitable for elementary school children aged 7 to 11 years. Aligned with Piaget's concrete operational stage, emphasizing organized and rational thinking. Hence, this study aims to delve deeper into how Scratch programming education can meet the cognitive developmental needs of children in this phase. The research methodology used is a literature review, employing data from textbooks, journals, scholarly articles, and literature reviews that contain concepts central to the research focus. The data analysis involves collecting relevant research findings, organizing, and systematically recording information. The results indicate that Scratch not only provides a platform for learning programming but also supports the development of concrete operational cognitive skills taught in Piaget's theory. Through creativity in designing Scratch projects, children can apply and strengthen their understanding of concepts such as seriation, classification, reversibility, conservation, and the elimination of egocentrism. But, it's essential to consider an approach tailored to the developmental characteristics of children when designing programming education at the elementary level. This study is expected to provide concise guidance for educators and policymakers in formulating programming education that optimally fosters cognitive development in elementary school children.

Motor and Cognitive Characteristics in Young Music Students

This comprehensive study explores the intersection of motor and cognitive development in children, specifically examining their relevance to the initiation of musical education. Drawing on seminal theories and empirical studies by experts such as Seefeldt, Gallahue, Piaget, and others, the research identifies critical developmental stages in children aged 7 to 11. It underscores the importance of fundamental motor skills, highlighting key movements like throwing and hitting an object in relation to hand-eye coordination and mobility. Moreover, the study delves into manual dexterity, indicating its peak development at 8 years and its relevance to instrumental practice. It emphasizes external influences on motor development, elucidating the impact of guidance, practice opportunities, and environmental factors on skill acquisition. Additionally, it examines cognitive development within Piaget's concrete operational stage, showcasing children's emerging capacity for logical thinking and problem-solving. The abstract concludes by affirming that 8-year-old children possess foundational motor skills, cognitive capabilities, and body awareness essential for embarking on instrumental training, thus mitigating concerns regarding their readiness.

HUBUNGAN ANTARA TEORI PERKEMBANGAN KOGNITIF PIAGET DAN TEORI BELAJAR BRUNER

This study intends to provide a description related to the correlation of Jean Piaget's cognitive development theory to Jerome S. Bruner's learning theory in learning related to the process of rainbow occurrence. The correlated relationships include the pre operational stage of Piaget's theory to the iconic stage of Bruner's theory, and the relationship of Piaget's concrete operational stage to the symbolic stage of Bruner's theory. The quantitative research design used was the pre-experimental design, with the form of the pre-experimental design used being the one-shot case study design. This method is intended to find the relationship of certain variables to other variables. The sampling technique used for this research design is purposive sampling. The samples taken were students aged 3-7 years and students aged 8-11 years. The purpose of determining age criteria is to adapt to Jean Piaget's cognitive development theory (for the pre-operational stage and the concrete operational stage) and Jerome S. Bruner's learning theory (for the iconic stage and the symbolic stage). Data collection techniques using test techniques and data analysis used using the Kendall level correlation method Based on the results of the Kendall level correlation test it is concluded that: first there is a correlation between Jean Piaget's theory of cognitive development (pre operational stage) and Jerome S. Bruner's learning theory (iconic stage) in learning related to the process of the occurrence of a rainbow with the degree of closeness of the relationship that occurs between the two is 0.733 or 73.30%; secondly, there is a correlation between Jean Piaget's theory of cognitive development (concrete operational stage) and Jerome S. Bruner's learning theory (symbolic stage) in learning related to the process of the occurrence of rainbows with the degree of closeness of the relationship that occurs between the two of them is 0.867 or 86.70%.

Observation of Piaget's sensorimotor substages in three gorillas

Piaget's theory of human cognitive development was applied to three gorillas at the Oklahoma City Zoo by operationalizing sensorimotor intelligence. The gorillas were of different ages, ranging from one to five years old. Previous research has shown that non-human primates complete Piaget's stages in the same order as humans, albeit not until later ages. These studies were conducted to determine how the cognitive development of non-human primates compares to that of humans, which is important in exploring how humans evolved their level of cognition. Two hypotheses were tested: 1) The gorillas will achieve Piaget's six substages of sensorimotor intelligence in the same order as humans; and 2) The gorillas will exhibit a slower rate of cognitive development as defined in Piaget's theory compared to humans. Observational behavioral data were collected via 30-m focal continuous samples for a total of 17 h, and their behaviors were categorized. Chi-square analysis revealed the gorillas generally completed the substages in the order predicted by Piaget's model (one-year-old gorilla: df = 5, x = 20, p = 0.00125; three-year-old gorilla: df = 5, x = 13.706, p = 0.018; five-year-old gorilla: df = 5, x = 11.444, p = 0.043). The gorillas also exhibited slower achievement of the substages, not achieving each substage until later ages compared to humans. Thus, the null hypothesis that there was no significant difference in the number of substages achieved by each gorilla was rejected.

Fostering Play Through Virtual Teaching: Challenges, Barriers, and Strategies.

Early childhood teachers routinely facilitate play-based learning experiences in their physical classrooms; however, the pivot to virtual teaching platforms created a barrier for providing age appropriate, play-based learning opportunities during the COVID-19 pandemic. There are few studies exploring how to promote play in the virtual classroom or what types of activities and learning experiences promote play in synchronous and asynchronous settings. Therefore, this study explored the barriers and challenges to fostering play through virtual teaching and the types of play-based instruction teachers were effectively able to implement in their virtual classroom. This study used content analysis along with descriptive analysis of an online survey with open-ended prompts that early childhood teachers completed (n = 76). Findings revealed two major themes related to challenges and barriers in teachers' efforts to foster play-based learning through virtual formats. Even though teachers noted significant challenges and barriers they identified multiple play-based activities they were able to facilitate effectively through virtual formats. These activities were categorized through the theoretical framework of Piaget's stages of the development of play with the addition of guided play. Implications for how play can be fostered through virtual teaching in early childhood classrooms were discussed.

Content Analysis of social studies Textbook Grade V

The objective of this qualitative study is to examine the content of the fifth-year social studies textbook taught by the country, whether the content is relevant to the country's goal of a Single National Curriculum, and whether it addresses the future needs of society. The textbook contains Pakistan studies, history, geography, and economics. The findings show that the contents of the social studies textbook were relevant to the objectives of SNC but activities and model work were not as mental age of students as per psychological development mentioned in Piaget's theory of cognitive development. Children of age 7-11 can learn rules and responsibilities effectively, but logically in the developing stage, they might experience difficulty in grasping the legitimate implications of those standards in uncommon environments. It was recommended that content distribution should follow Piaget's developmental stage- based model and content selection should be based on the breadth and depth of concepts contained in the SNC.

Stages in Theory and Experiment. Fuzzy-Structuralism and Piagetian Stages

The theory of stages in cognitive development is one of Jean Piaget’s enduring legacies, but it has also borne the brunt of much criticism. It maintains that intelligence develops in an invariant sequence of stages, and, in this paper, I situate Piaget’s conceptions of stages historically and functionally in the context of genetic epistemology, his research programme. I highlight some of the objections raised, and I show how the disparity between the conceptions of theoretical and empirical stages in Piaget’s theory is commensurate with the fuzzy-structuralist model of the relationship between theory and empirical research conceived by Rudolf Seising on the basis of Lofti A. Zadeh’s fuzzy set theory. Further, I propose a fuzzy conception of the notion ‘stage’, which not only captures its ordinary use in fuzzy space between theory and empirical research but also does justice to both the construct validity and quantitative variability of stages in empirical research. I therefore open a fuzzy-structuralist perspective on the Crisis of Variability afflicting Piaget’s stage theory during the 1970s and conclude retrospectively that the rift it caused was not necessary since the invariance and variability of stages is not irreconcilable.

A pedagogy of fluvial geomorphology: Incorporating scaffolding and active learning into tertiary education courses

AbstractThis commentary focusses on the pedagogy of a fluvial geomorphologist. It outlines some education psychology and pedagogy theories that can be used to inform the design and delivery of a third year undergraduate fluvial geomorphology and river management course and two professional development units for industry. A worked example is used to demonstrate how scaffolded learning (including Piaget's stages of cognitive development and Vygotsky's zone of proximal development theory), and active learning techniques can be integrated and applied in practice. The author then provides some personal reflections and recommendations that others (both geomorphologists and non‐geomorphologists) may find useful in developing their own pedagogy in tertiary education, irrespective of career stage.

Stage of Cognitive Mathematics Students Development Based on Piaget's Theory Reviewing from Personality Type

This study aims to examine the suitability of Piaget's stage of cognitive development in terms of personality type for class X students of SMA Wachid Hasyim 2 Taman. The subjects of this study were 25 students with ages between 12 to 16 years. This study uses the Test of Logical Operations (TLO) instrument in mathematics and the Myers-Briggs Type Indicator (MBTI) test. The TLO consists of 14 questions and students are given 45 minutes to answer all questions, while the MBTI contains 60 statements and students are given 30 minutes to give statements that match their personality. The results showed that 28.5% of students were extroverted in the early concrete operations stage and 71.5% in the late concrete operations stage. While 27.2% of students were introverted at the initial concrete operation stage and 72.8% at the final concrete operation stage. The average score of Piaget's TOL has the same value for extroverted and introverted students, namely 47, which means that the average student tends to be in the final concrete stage. The difference in understanding between the average extroverted and introverted students in the compatible type, where the average extrovert student has high understanding while introverted students have sufficient understanding.

Piaget's Theory and Stages of Cognitive Development- An Overview

Piaget's Theory and Stages of Cognitive Development- An Overview

Epistemología genética y la (in)visibilidad de los enfoques constructivistas en neurociencias

This paper discusses the current debate about the field of cognitive neurosciences, its possible relation with the genetic epistemology of Jean Piaget and the reasons why the constructivist approaches in the neurosciences have been little promoted. In order to demonstrate that the neurosciences don’t constitute a singular, unanimous and finalized area as it establishes the common sense, is proposed a theoretical revision of the stages of development of Piaget and the discussion of the psycho-physiological parallelism defended by him. Thus, is presented the neurobiological evidences pointed out by Herman T. Epstein for the occurrence of Phrenoblysis (periods of fast brain growth), interspersed with periods of slow growth and that occurring in correlation with the Piagetian stages. With this, we search to draw possible approximations between the genetic epistemology of Piaget and cognitive neurosciences, demonstrating that human cognitive development is structured in the psychological and biological pillars, and that these are linked to social, cultural, educational and genetic factors as well as to demonstrate that the base of support of the constructivist pole in the neurosciences is quite solid. Also is discussed that the superficial analysis of Piagetian precepts, the adoption of partiality and omission of data, the failure to consider his works as a whole, the attachment to isolated works in certain periods, secondary and tertiary readings of the Piagetian work and the problems of reading and translation of the original texts impede Piaget’s view as epistemologist and justify the little dissemination of the constructivist approach in neuroscientific research.

Transcending as a driver of development.

This paper draws from three different bodies of research to discuss the hypothesis that age-appropriate experiences enhance brain and cognitive development throughout the life span. These age-appropriate experiences could be considered as the drivers of development at each age, including drivers to foster development beyond adult abstract thinking, as described in Piaget's formal operational stage. We explore how a nurturing caregiver is the driver in the first 2 years of life, how language learning is the driver from 3 to 10 years, and how problem solving is the driver in the teenage years. To develop beyond adult rational thinking, we suggest that the driver is transcending thought, which can result when practicing meditations in the automatic self-transcending category, such as Transcendental Meditation.

A broad ethics model for mental health practice

Summary The article presents a broad ethical model in the context of psychiatric/psychological work that applies to mental health, in general. Also, it extends the five principles of the American Psychological Association (2002, 2010) ethics code by adding five new ones. The five extant ethics principles in the APA ethics code involve: beneficence/nonmaleficence; fidelity/responsibility; integrity; justice; and respect for rights/dignity. The five new ones that are suggested for addition involve: ethics as a system; ethics as science/science as ethics; ethics and law; ethics and assessment procedures (and their limits); and ethics in symptom/performance validity verification. The article undertakes discussion of the reasons why the five new ethical principles that are recommended are needed and the advantages that they would bring to any revision of extant ethical codes in the field of mental health. Together, the suite of 10 principles that has been constructed about ethics is applicable to any area of mental health. Further, the article presents a model of the growth in ethical thought according to Young (2011)’s Neo-Piagetian model, which involves Piaget's abstract formal stage, as well as an ensuing superordinate abstract stage (and it includes five substages – coordination, hierarchization, systematization, multiplication, and integration). The steps involved in the growth of ethical thought concern: contemplation of dilemmas; developing rules; leading to codes; and then principles and overarching theories. This takes place in the singular and then in the multiple (so we can speak of meta-theories, too). Aside from its applicability to individuals, the indicated sequence can be used to structure the process of institutional ethical code construction (which includes principles and perhaps a quasi – rather than a formal theory, generally). The sequence is consistent with the work of Cottone (2012) and Kitchener and Kitchener (2012), while integrating them. The present ethical model is used to help construct a revised version of the golden rule that reflects a universal moral, ethical concept, which could guide the construction both of personal ethical thought and that of institutions. This revised golden rule is quite intricate in that it considers multiple complexities, but still reflects the basic moral imperative in the original. The literature review supports the five new ethical principles for mental health that have been formulated. Specifically, it examines the literature on core values in various mental health fields, showing that there is no universal list. In addition, the article shows how the steps in the growth of ethical thought can be applied to the growth in understanding mental health therapy. Also, the article presents a broad ethical model and therapeutic model for mental health practice. This model includes the importance of overarching ethical thought throughout one's career, from student days onward, and also throughout each encounter with patients, including in assessment, diagnosis, and treatment. A section of the article examines the ethical decision-making process both from the point of view of models and the process of decision-making. Ethical decision-making is viewed as a pragmatic process in context that is informed by and structured by intuitive/emotional and deliberative/reflective reasoning processes. Overall, the article advocates for the personal responsibility that mental health professionals carry in constructing, meeting, and applying the highest ethical morals and values.

A cross-sectional survey on children perception of isolation methods for restorative procedures and influence of cognitive development

Aim: The aim of this study was to ascertain whether the cognitive level of a child affects the preference of isolation methods commonly employed in pediatric dentistry. Materials and Methods: Children from 4 to 16 years with no previous dental experience were recruited. Based on Piaget's stages of cognitive development, they were divided into three age groups, namely, Group I: 2-7 years, Group II: 7-11 years, and Group III: >11 years. Three videos demonstrating operative procedures performed under one of the isolation methods (1) rubber dam, (2) cotton rolls, and (3) saliva ejector were displayed and asked about their preference. The data were tabulated and statistically analyzed using Chi-square test for the difference in their preferences based on cognitive level of children. Results: A total of 360 children participated in the survey. Both 8-11 years and >11 years age group children preferred saliva ejector while 2-7 years group preferred rubber dam. Statistically, significant difference was observed (P < 0.001) among different age groups. No significant difference was observed between boys and girls regarding the preference to isolation techniques (P = 0.821). Most of the children preferred saliva ejector (P < 0.05). Conclusions: Children's perceptions and preferences are strongly influenced by the level of their cognitive development with children age 2-7 years preferred rubber dam whereas other age groups preferred saliva ejector.

Developmental stages, Piagetian stages in particular: A critical review

Abstract Developmental stages in general and Piaget's stages in particular have given rise to considerable controversy. Much of this controversy revolves around the responses that have been given to the following five central questions: (1) Do developmental stages exist? (2) If they exist, where are they? (3) What features define a developmental sequence as a sequence of developmental stages? (4) What psychological processes underlie developmental change? (5) Should we abandon the concept of developmental stages? The main goal of this paper is to present a critical review of such responses, while arguing for a strong conception of development and a “non-received” view of Piaget's theory. After an introduction section, we elaborate on each of the five questions. Finally, we present several reasons why this paper often appeals to Piaget's theory, and why his theory has been greatly misunderstood.

Learning in core and non-core number domains

Much early knowledge acquisition is domain-specific. Different knowledge structures are defined by different sets of principles. These serve to identify those data that belong to a given structure and exclude those that are irrelevant. Domain-specific structures direct attention to those aspects of experience that can be assimilated to the structure and thereby grow it. Core domains are defined by a priori skeletal structures.Learning in non-core domains occurs later and is much more dependent on structured instruction because it must proceed in the absence of the skeletal structures that direct early learning. The distinction between core and non-core domains is developed with particular reference to representations of number and quantity, in animals, infants, young children, and adults. The role of language in humans is also considered. These content-rich ideas about mental structures are related to Piaget's general stage theory.

Initial validation of the scale of perceived exertion (EPInfant) in Chilean children.

Perceived exertion scales quantify the sensation caused by metabolic changes during exercise. Children need tailored tools due to their cognitive immaturity such as the EPInfant scale recently developed in Chile. To determine the validity and reliability of the EPInfant scale in children during a graded exercise test. We conducted a cross-sectional study for which we selected healthy children younger than 18 years and grouped them according to Piaget's stages of cognitive maturity: Concrete operations (8-12 years) and formal intelligence (13-15 years). The Chester step test was used and heart rate, workload and perceived exertion were recorded during the test. Pearson r and intraclass correlation coefficients were used to assess validity and reliability, respectively. 75 children were admitted, 35 (18 male) from the concrete operations group and 40 (20 male) from the formal intelligence group. In the four groups, heart rate and perceived exertion increased significantly with exercise intensity (p<0.0001). Perceived exertion was correlated with heart rate in both the concrete operation and the formal intelligence groups and in males and females (r=0.73, r=0.58,r=0.43, r=0.62, respectively; p<0.0001). Regression models were significant in all groups (p<0.0001). In the concrete operations group the intraclass correlation coefficient was 0.88 (0.82-0.92) in men and 0.94 (0.91-0.96) in women. EPInfant scale was a reliable and valid instrument to measure perceived exertion during exercise in children with different levels of cognitive maturity, and it was reliable in the concrete operations group of children.

Measuring inhibitory control in children and adults: brain imaging and mental chronometry.

Jean Piaget underestimated the cognitive capabilities of infants, preschoolers, and elementary schoolchildren, and overestimated the capabilities of adolescents and even adults which are often biased by illogical intuitions and overlearned strategies (i.e., “fast thinking” in Daniel Kahneman’s words). The crucial question is now to understand why, despite rich precocious knowledge about physical and mathematical principles observed over the last three decades in infants and young children, older children, adolescents and even adults are nevertheless so often bad reasoners. We propose that inhibition of less sophisticated solutions (or heuristics) by the prefrontal cortex is a domain-general executive ability that supports children’s conceptual insights associated with more advanced Piagetian stages, such as number-conservation and class inclusion. Moreover, this executive ability remains critical throughout the whole life and even adults may sometimes need “prefrontal pedagogy” in order to learn inhibiting intuitive heuristics (or biases) in deductive reasoning tasks. Here we highlight some of the discoveries from our lab in the field of cognitive development relying on two methodologies used for measuring inhibitory control: brain imaging and mental chronometry (i.e., the negative priming paradigm). We also show that this new approach opens an avenue for re-examining persistent errors in standard classroom-learning tasks.

Object permanence in the Goffin cockatoo (Cacatua goffini).

The ability to represent hidden objects plays an important role in the survival of many species. In order to provide an inclusive synopsis of the current benchmark tasks used to test object permanence in animals for a psittacine representative, we tested eight Goffin cockatoos (Cacatua goffini) on Stages 3-6 of Piagetian object permanence as well as derivations of spatial transposition, rotation, and translocation tasks. Subjects instantly solved visible displacement 3b and 4a but showed an extended plateau for solving Stage 5a at a very late age (10 months). Subjects readily solved most invisible displacement tasks including double hidings and four angles (90°, 180°, 270°, and 360°) of rotation and translocations at high performance levels, although Piagetian Stage 6 invisible displacement tasks caused more difficulties for the animals than transposition, rotations, and translocation tasks.