1. University of Trinidad and Tobago- Corinth Campus
Year 2 Semester 1
Course: Mathematics 1
Lecturer: Dr. Lal Beharry
Group: Hard-Math-erz
• Stephen Cato-52006
• Leigh Robinson
• Stacia Thomas-52996
• Shenelle Noel
• Cathyann Martin
• Christina Sookdeo-52927
• Candace Roberts-52992

2. JEAN PIAGET’S THEORY OF
COGNITIVE DEVELOPMENT
• Jean Piaget was a Swiss psychologist known for his work
studying children and his theory of cognitive development.

3. PIAGET’S THEORY OF COGNITIVE
DEVELOPMENT
• Piaget’s theory of cognitive development suggests
that children’s thinking does not go entirely ‘smooth’.
• There are certain points where the child’s
development transitions into new areas and
capabilities.
• These transitions take place at 18 months, 7
years and 11 or 12 years.
• Piaget’s view is also constructivist.

4. The Four Stages of
Intellectual
Development

5. THE SENSORIMOTOR STAGE
-Takes place from Birth to 2 years
-The child , through physical
interaction with his or her
environment builds a set of
concepts about reality and how it
works.
- this is the stage where a child
does not know that the physical
objects remain in existence even
when out of sight.

6. THE PREOPERATIONAL STAGE
-Takes place from 2 to 7 years
-The child is not yet able to
conceptualize abstractly and
needs more concrete physical
situations

7. THE CONCRETE
OPERATIONAL STAGE
-Takes place from 7 to 11/12
years
At this stage physical experience
accumulates and the child starts
to conceptualize creating logical
structures that explains his or her
physical experiences. Abstract
problem solving is also possible

8. THE FORMAL OPERATIONAL
STAGE
-Takes place from 11/12 years to
an adult
-By this point the child's cognitive
structures are like those of an
adult and include conceptual
reasoning.

9. KEY CONCEPTS
Several key concepts are mentioned in this theory:
• Schemas
• Assimilation
• Accommodation
• Equilibrium
• Adaptation

10. CLASSROOM IMPLICATIONS FOR PIAGET’S
THEORY OF COGNITIVE DEVELOPMENT
• Teachers should carefully assess current stage of
development and set tasks that the child is ready for.
• Learning opportunities must be provided in order for
the child to advance. This is achieved by
disequilibrium.
• Children should learn from each other, there should be
pairing and group work.
• Teachers should act as guides in children's discovery
learning and the curriculum should be adapted to
individual needs and intellectual levels.

11. • CURRICULUM: Educators must plan
a developmentally appropriate
curriculum that enhances their
students logical and conceptual
growth.
• INSTRUCTION: Teachers must
emphasize the critical role that
experiences or interactions with the
surrounding environment play in
student learning.