Human development is a complex process. There are various factors that combine to shape this process. Given its complexity, it has proven frustratingly difficult to gain a full understanding of the process and the impact that different forces have. However, fortunately, thanks to the efforts of various scholars and researchers, a deeper understanding of human development is being gained. Jean Piaget is among the scholars whose thoughts and works have made it possible for mankind to recognize the dynamics of human development. Through his theory of cognitive development, Piaget asserted that during the development, humans undergo various stages. At each stage, some form of cognitive development occurs. For instance, as will be made clearer in a later section, Piaget believed that during infancy, sensorimotor development is the main transformation that occurs in infancy. His theory tracks the human development process from infancy to later stages in life. It is worth noting that there are many scholars who agree with Piaget, there are others who have raised questions about the accuracy and validity of his arguments and theory. The lack of consensus highlights the question of why any individual should accept Piaget’s theory of development as one that offers an accurate account of the human development offers. A review of existing literature allows for an evaluation of Piaget’s theory to be conducted. By reviewing literature based on scientific studies, one is able to determine the views of other researchers regarding Piaget’s theory. After consulting literature, what becomes clear is that his theory is largely in agreement with the findings that researchers have established from conducting rigorous experiments. While it is imperfect, Piaget’s theory serves as a largely accurate and highly reliable framework for understanding the human development process.
Significance of Inquiry
What is the point of scrutinizing Piaget’s theory? This is indeed a valid question and may be raised by those who feel that Piaget’s theory is a mere model which should not receive much attention. To understand why there is a need to investigate the theory, one simply needs to be reminded of the complexity of human behavior, function and development. In their text, Flavell, Miller and Miller (1993) shed light on how different faculties and competencies develop in the human mind. They suggest that there are sophisticated processes that underlie the different functions that the mind performs. For example, according to this trio, numerical abilities, the capacity to understand the physical world, the regulation of emotions, and accurate representation of objects are some of the functions of the mind. It is able to execute these functions thanks to complex processes which are not fully understood. Among the key issues that these scholars note is that the process of mind development affects childhood development and experiences. Their text underscores the need to explore Piaget’s theory. At its core, this theory attempts to explain how and why the mind develops in the manner that it does. By understanding the processes driving development, one is able to gain an enhanced understanding of the link between human behaviors and the cognitive development process. Another significance of Piaget’s theory is that it presents implications for practice. For example, as already stated, the focus of the theory is the cognitive development processes. Early childhood educators stand to benefit when they incorporate aspects of the theory into their interactions with children. They are able to determine if a child has failed to achieve the cognitive development milestones that Piaget outlined in his theory.
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Outline
The paper assumes a rather simple format. It is organized in a way that allows for a thorough examination of the different components of Piaget’s theory. Piaget identified four stages that constitute the cognitive development process. Each of these stages will be examined in detail. To broaden the examination, the paper will compare the perspectives of Piaget regarding each stage against the views expressed by other researchers and scholars. Next, the paper will highlight the views of scholars who find that Piaget’s theory is incomplete, invalid or inaccurate. The purpose of this section is to make it clear that Piaget’s theory has elicited mixed reactions and that consensus regarding cognitive development is yet to be achieved. The paper then concludes with a summary of all the issues addressed and calls for further research so as to reconcile the views and perspectives of various scholars.
Piaget’s Theory of Cognitive Development
It has already been noted that Piaget’s theory was the result of the efforts by this scholar to establish how cognitive development occurs. In particular, Piaget aimed to determine the development of intelligence and how children engage with the elements in their environment (McLeod, 2018). Through his theory, it is possible to track the changes that an infant undergoes. In this section, the four main stages of development that Piaget identified are evaluated. Additionally, this section also explores the concepts of schema and adaptation that formed part of Piaget’s theory as well.
Schema
Schema is among the foundational elements of Piaget’s theory. Essentially, schema refers to the chunks of information and knowledge that children acquire during their development process and through interactions with their environment (Pankin, 2013). According to Piaget, knowledge is organized into smaller units that are connected through complex inter-relationships. Through these connections, children are able to make sense of their environment by leveraging past experiences and the information that they already possess. There is some evidence that suggests that schema is the primary structures into which knowledge in infancy is organized. For instance, Andrew Meltzoff (n.d) observed that children learn by imitating their parents and those around them. While this observation is not necessarily a resounding endorsement of the concept of schema, it shows that past experiences inform the learning process of infants. After observing a parent perform a particular task, a child acquires the knowledge they need to execute a similar task. In its guide on how children learn, the Centers for Disease Control and Prevention (CDC) appears to confirm that children leverage schema to learn. The CDC notes that imitation is the main method through which children master skills and acquire new knowledge. They imitate by using what they have observed to expand their knowledge base and perform tasks.
Adaptation
Adaptation is yet another concept that Piaget developed as part of his efforts to enlighten mankind on the functions that facilitate cognitive development in children. Essentially, adaptation is concerned with how children make changes to accommodate new information that may be in conflict with the knowledge that they already possess. Research and opinions of other scholars seem to be consistent with Piaget’s view regarding adaptation and accommodation and the impact that they have on child development. For instance, Bormanaki joined forces with Khoshhal (2017) to explore how the adaptation principle plays out in the school setting. They provide how listening skills are acquired as an example that demonstrates the adaptation process. According to this duo, individuals learn by listening to others. When they are exposed to new environments, they modify what they already know to enhance their listening skills and to align their knowledge schema with the reality in their ever-evolving environment. It is true that Bormanaki and Khoshhal do not necessary argue that the assimilation process is reflected in how children develop. However, the arguments and the examples that they offer enable one to notice the striking parallels between the behaviors that children exhibit as they learn and the assimilation process. Therefore, it is fair to argue that since it is consistent with observable reality, Piaget’s theory is sound.
Sensorimotor Stage
The four stages of cognitive development make up the bulk of Piaget’s model. According to Piaget, the sensorimotor stage marks the beginning of the cognitive development process. He argued that this stage is experienced from infancy until the child attains two years. At the sensorimotor stage, the child begins to display some intelligence but is held back by a limited knowledge of their world. Physical interaction with objects is the main avenue through which the child acquires new knowledge and expands existing schema. Another key aspect of this stage is object permanence. Infants understand that even when they are unable to perceive an object, the existence of the object is not in question. Piaget also believed that mobility and memory are among the competencies that children develop at this stage. Leveraging these competencies, the child is able to obtain new cognitive abilities. Piaget felt that the sensorimotor stage is also the point in the development process at which the child displays some understanding of symbolic language.
Piaget is not isolated in his belief that the development of sensorimotor capabilities forms the beginning of childhood development. Other scholars and researchers have also observed that by using sensorimotor faculties and competencies, infants and children are able to learn from their environment. For instance, some of the activities that are recommended to enhance learning among infants are based on the principle that at this stage in their development, the infants possess the capacity for sensorimotor development. In her text, Louise Parks (2014) highlights the importance of allowing infants to interact with objects using their hands. This hands-on approach to learning enables the infants to gain some basic understanding of the objects in their environment. Behjat (2013) confirms further that the sensorimotor stage is the earliest phase of child development. She states that this stage offers the perfect opportunity to teach infants language. Additionally, Behjat observed that the idea of object permanence is reflected in how infants learn new languages. They are able to accept that particular words are used to refer to certain objects even when they are unable to perceive these objects in their immediate environment. In fact, Behjat asserts that Piaget’s theory is valid and sound since it accounts for how language acquisition can occur in the sensorimotor stage. Therefore, one can conclude that since the sensorimotor stage has been echoed in research, it is highly likely that the entire theory by Piaget is indeed sound and valid.
Pre-Operational Stage
Having gone through the sensorimotor stage, children graduate to the pre-operational phase. This stage is experienced by children in the 2-7 year age bracket. It is worth noting that the four stages are not definite; there are some overlaps. Some of the skills and competencies that children acquire in earlier stages are refined and developed further in later stages. In the discussion above, it has been observed that infants begin to acquire some symbolic language during the sensorimotor stage. This skill undergoes refinement in the pre-operational stage. There are various scholars who have confirmed that the development of symbolic language does indeed occur in the pre-operational stage. Among these scholars is Li-Yuan Wu (2013). The focus of her article is how symbolic language is exhibited in play among children. According to Wu, “In play children’s capacity for concept formation and symbolic representation may be fully developed through the use of gestures, speech, and written signs in an imaginary situation” (p. 7). Through this statement, Wu makes it clear that through their interactions with their peers, children develop and exhibit symbolic language. This language is critical as it reflects that the children recognize that objects and words can represent other ideas, concepts and items.
Wu is part of a group of scholars who support Piaget’s belief that the pre-operational stage is a key component of the cognitive development process and is defined by the capacity to understand the symbolic function of language. O’Toole and Chiat (2006) are other scholars who join Wu in recognizing the role that symbolic language plays in learning and general childhood development. This duo authored an article that addresses the development of symbolic language among children with Down’s syndrome. One of the key points that they make is that the acquisition of symbolic language skills is determined by the level of interaction that a children experiences when playing with others. Essentially, O’Toole and Chiat make it clear that during the initial phases of development, children obtain critical symbolic language skills which have a significant effect on their development in later stages of life. Given the fact that various scholars appear to agree that the development of symbolic language competency is among the defining elements of childhood development, there is no doubt that Piaget had a proper understanding of the forces that drive growth and maturation.
Concrete Operational Stage
The completion of the pre-operational stage paves way for the concrete operational stage. Children who are between 7 and 11 years old are the ones in whom this stage is experienced. Piaget identified the acquisition of operational thought skills as the main development that characterizes the concrete operational stage. Basically, the children who are at this stage are able to manipulate ideas in their mind instead of necessarily experimenting with the objects in their environment. Conservation is another skill that children develop during this stage. This skill is concerned with the understanding that even when the form and appearance of an object has been altered, such other traits as its quantity remain unchanged. This skill shows that as they grow, the mental processes of children become more sophisticated and they are able to tackle more complex tasks and scenarios.
The classroom has provided scholars with the perfect environment to observe the manifestation of the concrete operational stage. For example, it has been observed that during play with their peers and math classes, students are able to perform simple computations which involve concrete objects from their environment (“The Concrete Operational”, n.d). The ability to employ logic in their thinking and problem solving is another manifestation of the concrete operational stage. This is according to Ojose (2008) who argues that in math classes, students use logic to solve problems. She adds that math requires students to make connections among different objects, items and concepts. These connections can only be established when the children think critically. There is no doubt that when he developed his theory, Piaget was driven by the need to shed light on how the cognitive development process can be exploited to facilitate learning and teaching. His theory is largely consistent with the experiences of teachers who have witnessed their students demonstrate high level thinking and the ability to solve complex problems that require logical thinking.
Formal Operational Stage
The cognitive development process continues well into adulthood. As they enter adulthood, children are confronted with new and unfamiliar challenges. In order to tackle these challenges, their cognitive faculties are developed further through the acquisition of new knowledge and abandoning ideas that are inconsistent with the reality that one observes and experiences. The formal operational stage is the phase where further refinement of the mind occurs. Piaget noted that it is at this stage that ultimate development occurs. Basically, the formal operational stage is characterized by the acquisition of the capacity to make sense of abstract objects and ideas.
As is the case with all the three other stages, the formal operational stage has found validation in research and scholarly literature. Ahmad, Ch, Batool, Sittar, and Malik (2016) are some of the scholars who have led the research community in finding the fourth stage of Piaget’s cognitive development process to be valid. For their study, they recruited a group of students drawn from various schools in Lahore. The purpose of the study was to explore the function that play serves in such processes as problem solving, decision making and memory. Among the main themes that emerged from their study is that the children that participated in the study were able to derive meaning from abstractions. This observation is essentially a confirmation of Piaget’s assertion that as they develop, children gain the ability to make sense of abstract ideas. There is no doubt that Piaget’s theory serves as a reliable model for understanding human behavior and development. Through his theory, he outlined the various stages that all individuals go through as they mature and the changes that they make in their understanding of the world as they acquire new information. However, as is true for most other theories, Piaget’s model is not perfect. There are some flaws that erode its effectiveness in explaining why and how cognitive development occurs. In the following section, some of these flaws as highlighted by scholars who disagree with Piaget are presented.
Limitations
As noted above, Piaget’s theory suffers a number of imperfections. Wood, Smith and Grossniklaus (2011) explore some of these imperfections and identify the criticisms that have been levelled against the theory. As these three scholars report, among the shortcomings of the theory is that Piaget grossly under-estimated the capabilities and strengths that children possess. He failed to recognize that children are capable of performing complex tasks. Another criticism that Piaget has faced concerns his failure to account for the differences in the thinking methods and processes that children adopt across the different stages of development. Wood, Smith and Grossniklaus also report that Piaget argued that if they attempt to expose children to complex tasks and concepts, teachers would be unsuccessful. The three scholars refer to research which has established that children are indeed complex and that each child is capable of performing sophisticated tasks. Essentially, the main criticisms of Piaget’s theory concern its failure to acknowledge that most children are incredibly gifted.
Conclusion
Piaget remains one of the most influential experts on cognitive development. His theory of cognitive development tracks the changes that children undergo as they emerge from infancy and enter adulthood. Through the theory, Piaget also described the processes that underlie how children acquire information and incorporate it into the knowledge that they already possess. His theory is mainly composed of four stages that he believed that all children undergo. At the sensorimotor stage, infants learn how to use their hands to manipulate objects in the environment. It is also at this stage that they begin to demonstrate some symbolic language. The pre-operational stage soon replaces the sensorimotor phase. According to Piaget, when they reach the pre-operational stage, children witness a drastic improvement in their symbolic language. Further growth occurs in the concrete operational and the formal operational stages. Various scholars and researchers have determined that most children go through all the four stages that Piaget outlined in his theory. This means that the theory is valid, sound and accurate.
There are a number of shortcomings that raise questions about the validity of Piaget’s theory. Instead of invalidating the theory, these limitations simply underscore the fact that the cognitive development process is complex and difficult to understand. For a clearer understanding to be gained, further scholarship and research is needed. It is important for researchers and the academic community to dedicate effort to shedding light on the exact mechanisms which drive the cognitive development process in children. As they do this, the scholars and the researchers will inch mankind closer to acquiring a fuller and more accurate understanding of how children emerge from beings with simple minds to adults who are capable of performing complex and highly demanding tasks.
References
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Behjat, F. (2013). Abandoning here-and-now language: sensorimotor development in the acquisition of Persian as a first language. Procedia Social and Behavioral Sciences, 84, 1417-20.
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