Jean Piaget's Theory Of Child Development

One would be hard pressed to find a study from the decades since the 1960’s on the subject of child development and thinking that does not even in passing refer to the work of Jean
Piaget. Piaget like theorists such as Montessori, and Rousseau believed that children pass through general periods of development; within their cognitive development. Piaget’s theories on this cognitive development of the child were first published in the 1936, in The Origins of
Intelligence in Children. This work still remains the foundation that all subsequent studies and investigations in the formation of the intellect of the child.
Piaget recognized children pass through four periods of development, sensori-motor intelligence period; lasting from birth to two

Piaget also found that children in the preoperational period will be frequently egocentric, in that they consider everything from their own viewpoint. Piaget pointed out that the term egocentrism within this period does not necessarily refer or imply a child’s selfishness or conceit; but rather refers to the inability in the child to distinguish their own perspective from that of another. This egocentric nature in the child can be seen in their interaction with children and their speech.
Piaget speculated though that through more interaction with children, less interaction with adults a child will overcome this egocentrism. Piaget argued, that during the preoperational period the child’s thinking is very different of that of an older child or adult; their thinking during this period being characterized by egocentrism, animism, moral heteronomy, seeing dreams as external events, lack of classification and lack of conservation.

Piaget and Montessori have many similarities within their theories on the cognitive development and proper educational approach of children from their theories and beliefs.

They disagreed on timing, Piaget believing children had specific periods of cognitive or intellectual development; did not reach their concrete operational stage until age of seven.
Montessori on the other hand, believed that while children had specific sensitive periods for development, they should nevertheless be encouraged to develop all their senses from a very early age; since each child was different and there was no way of predicting when and how leaning would develop. Piaget also claimed reading, writing and the mathematics should be left until the child is seven, whereas Montessori felt much earlier.
With children under the age of three, Piaget and Montessori methods are very similar, both emphasizing development of motor skill using manipulative hands on activities and lessons.
This method allowing children freedom of choice and movement, as their attention spans are short this approach is appropriate. They differ as Piaget, liked a scheduled naptime, where all children lay down for a quiet time and do not have older children in the toddler classrooms.
Montessori allowed children to make their own decision as to whether or not they need a nap