Piaget’s theory of cognitive development is a detailed theory that captures the nature as well as the development of the intelligence of individuals and was first advanced by Swiss psychologist Jean Piaget. In several instances, the theory is referred to as developmental stage theory though it deals with the nature of knowledge itself and how individuals constantly grow to acquire as well as construct and use the theory (Keating, 1979). According to is at the pivot of the human nature and language is significant in the process of development (Bruner, 1966).

Main Concepts

Schemas

This concept describes the mental actions as well as the physical ones that are incorporated in comprehension of concepts. Thus, they are the parts of the knowledge that assist us in understanding the world. Thus, according to Piaget, schema could entail the process of obtaining the same knowledge. Thus as we gain experience in issues, the new information acquired is used to modify, add to or even change the already existing schemas (Wadsworth, 2004). A case in example is a child having a schema about a type of animal such as a dog. If during the child’s experience they encountered small dogs, the child will grow believing that all dogs are small,

Assimilation

This concept refers to the process of absorbing new set of information into the already existing set of information. Assimilation process is characterized by its nature of being subjective given that individuals seem to modify their experiences to fit the already existing beliefs that they harbor (Siegler, DeLoache& Eisenberg, 2003). For instance, seeing a cat and hence labeling it “cat” is a good example of assimilation into an individual’s schema.

Accommodation

This is the part that involves changing or altering the existing schemas in the light of the emerging information. Accommodation entails the interference of existing schemas, ideas owing to the new information at hand or even new experiences that emerge. Through this process, new schemas are also developed.

Equilibration

According to Piaget, all children strive to reach a balance between assimilation and accommodation which is achieved through this third process known as equilibration.

Strengths

This theory has a number of strengths. The influence of the idea of Piaget in developing psychology has been significant. Through Piaget, the perception of the child’s world change as well as the methods of studying the children (Dasen, 1994). Piaget was inspiration to many who learnt from his resourceful ideas. Thus, through the research he carried the comprehension of the cognitive development has increased. Further, his idea has been significant practically in understanding and communicating with children mainly in the field of education.

Weaknesses

The theory has been criticized by many which have given rise to its weaknesses. The stages as outlined by Piaget seem not to be real. According to Bruner and Vygotsky, the stages should not be a point of focus rather the point of concentration should be viewing of the development process as continuous in nature. The age ranges of the stages as outlined by Piaget have criticized with some studies showing progress to the formal operational stage and saying that it is not guaranteed.

On the other hand, Piaget seems to have dedicated a lot of effort on the universal stages of cognitive development and the biological maturation. He apparently failed to take into consideration the effect that social setting and culture might have on cognitive development.

The methods as advanced by Piaget, that is, observation and clinical interviews are more open to any partial interpretation than any other methods. Given that Piaget conducted the observations alone there are high chances that the collection was more based on his subjective understanding and interpretation of events (Keating, 1979). The data would have been more reliable and better conclusive if Piaget carried out the observations with another researcher and compared the results afterwards to check if they are similar.

Additionally, Piaget underestimated the abilities of children because the tests his carried were sometimes confusing or difficult to understand. The concept of schema as advanced by Piaget is inconsistent and incompatible with the theories that were advanced by Bruner and Vygotsky 91978).

With a keen look at the behaviorism, one would dismiss Piaget schema theory given that the theory cannot easily be observed owing to its nature of being an internal process. Thus, the theory cannot be objectively measured.

The participants that took part in Piaget’s studies were very few and when carrying out the early studies he used his children as samples. Thus, the sample used is indeed biased, and the results obtained cannot apply to all.

Case Study

will have to apply equilibration where he has to maintain a balance between the first two concepts in order to perform efficiently and successfully.

References

Bruner, J. S. (1966). Toward a theory of instruction. Cambridge, Mass.: Belkapp Press.

Dasen, P. (1994). Culture and cognitive development from a Piagetian perspective.In W .J. Lonner& R.S. Malpass (Eds.), Psychology and Culture. Boston: Allyn and Bacon.

Keating, D. (1979). Adolescent thinking.In J. Adelson (Ed.), Handbook of adolescent psychology, pp. 211-246. New York: Wiley.

Piaget, J. (1958). The growth of logical thinking from childhood to adolescence.AMC, 10, 12.

Piaget, J., & Cook, M. T. (1952).The origins of intelligence in children.

Siegler, R. S., DeLoache, J. S., & Eisenberg, N. (2003). How children develop. Macmillan.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wadsworth, B. J. (2004). Piaget’s theory of cognitive and affective development: Foundations of constructivism. Longman Publishing.