**9. A cognitive development model based on Piaget's four stages**

The development process follows a "staircase" pattern. According to Piaget, there are four major stages of cognitive development: (1) sensorimotor intelligence, (2) preoperational thinking, (3) concrete operational thinking, and (4) formal operational thinking. Childhood aging periods and stages are generally correlated with each stage. During these stages, ideas are generated.

#### **9.1 The sensorimotor stage**

Object permanence is visible at this stage (from birth to age 2). Based on Piaget's theory, infants begin to "think" by using their senses and motor actions during the sensorimotor stage. Infants are constantly touching, manipulating, looking, listening, and even biting and chewing objects, as every new parent can attest. According to Piaget, the infant's actions represent objects and events and children acquire knowledge about the world through these actions.

#### **9.2 The preoperational stage**

This is a period (from ages 2 to 7) of symbolic thoughts. As children progress through this stage, they make use of their newly acquired ability to represent objects. It is important to note that, at the present time, they do not do so in an organized or

logical manner. Preschoolers, for example, engage in dramatic play or improvised pretend play as a form of cognition. Children engaged in imaginative play are thinking on two levels simultaneously: fantasy and reality. Dramatic play exemplifies metacognition, or reflecting on and monitoring the process of thinking, due to this dual processing of experience.

## **9.3 The concrete operational stage**

This is a period (from ages 7 to 11) of logical thoughts. At this stage, children become more logical and flexible in presenting ideas and events at the elementary school level. They still act and operate unconsciously. A systematic approach to problem-solving improves children's academic performance. The child may be following a rule unconsciously. As well as performing certain arithmetic tasks and science experiments in class, they also perform certain scientific experiments. The mind of a child focuses on concrete events. He or she tries to use logic, but objects and events cannot yet be thought of or presented systematically.

## **9.4 The formal operational stage**

This is a stage (age 11 and beyond) of scientific reasoning. At this stage, reasoning about abstract or hypothetical objects becomes possible for the children. As they represent ideas and events in elementary school, they become logical and flexible. Still, they operate and act unconsciously. Students succeed academically when they solve problems systematically. Additionally, they perform certain arithmetic tasks and science experiments in class. Children focus on concrete events. Although they try to use logic, they are unable to describe objects or events systematically.
