Psychologist, Jean Piaget's Theory Of Child Development

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Swiss Psychologist, Jean Piaget (1896-1980), “transformed the field of developmental psychology” and is considered the most influential figure within the area/field/study?? of child development He broke away from the behaviourist and psychoanalysis theories before him, which saw the child “as the passive recipient of their upbringing” and believed/created an organismic theory, seeing humans as biological organisms that actively and continually interact with the environment and shape their own development. Piaget’s interest in how knowledge is acquired began whilst working for Alfred Binnet, creating standardised intelligence tests in 1920 and decided to conduct empirical scientific research to “measure the development of the acquisition of…show more content…
He determined a stage theory of development and identified four qualitatively distinctive stages of intellectual development, each one categorised by a different level of reasoning ability. He believed that “what a child learns in one period enables them to progress to the next period.” He viewed these stages “as invariant – they always appeared in this order – and universal – they emerge in this way in all children”. The first stage is what Piaget called the sensorimotor stage, from birth to approximately two years, where learning occurs with exploration through the senses (sensori) and through physical movement (motor). “During this period, [the development of] cognition is closely tied to external stimulation”. Milestones based on ‘object concept’ are developing, with ‘object permanence’, the understanding that an object continues to exist even when hidden out of sight, being “one of the most” significant “of these milestones”. Given the extensive cognitive development occurring within this period, Piaget identified six substages to distinguish the developmental features of the infant, from the helpless newborn demonstrating innate schemata of reflex behaviours, to the complex cognitions of symbolic thinking and deferred imitation of the
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