Piagets Preoperational Stage of Development

'Do children have anything to teach teachers? Jean Piaget believes that they do. As a beginning teacher, I focused on elaborate preparation of explanations and demonstrations on content. To piaget and his co-workers I owe a special debt for their ingeneous methods of exploring children's thinking and their theory of intellectual development. A study of Piaget's work, together with direct observations of children, has been instrumental in my transition to another stage of development as a teacher.

This volume presents an array of perspectives that have been used to understand changes during adolescence in cognitive functioning and their relations to moral development, the connection between cognitive changes and academic performance, and the impact of the school environment on intellectual development and achievement. Consistent with the ideas of a developmental-systems perspective, the relationship between the developing person and features of his/her setting are seen as essential in all areas of scholarship reviewed in this volume. Nevertheless, variation in theoretical perspectives present in the articles show that, when trying to understand intellectual development and achievement in adolescence, scholars differ in the extent to which they place primary emphasis on the individual, on the context, or on the relationship between the two. For instance, the articles by Piaget and Kohlberg are based on an organismic theoretical model which emphasizes that cognitive and moral development, respectively, occur through a process (i.e., equilibration) that engages action of the person on the context and, in mm, action of the context on the person. Nevertheless, stage-related changes in organism are given primary importance in these models. In turn, articles by Eisenberg and her colleagues (1995), Leadbeater (1996), and Sameroff and his colleagues (1993) also stress person-context relations but focus more on changes in the ecology of the developing adolescent or student seeking to achieve. The articles by Eccles and Wigfield (1995), Simmons and her colleagues (1979), and Steinberg and his colleagues (1992) stress relations between both person and context.

Preoperational stage - The Preoperational stage is the second of four stages of cognitive development theorized in Piaget's theory. By observing sequences of play, Piaget was able to demonstrate that towards the end of the second year a qualitatively quite new kind of psychological functioning occurs.

Concrete Operational stage - The concrete operational stage is the third of four stages of cognitive development in Piaget's theory. This stage, which follows the Preoperational stage and occurs from the ages of 7 to 12, is characterized by the appropriate use of logic.

Development stage - In software engineering, development stage terminology expresses how the development of a piece of software has progressed and how much further development it may require. Each major version of a product usually goes through a stage when new features are added (alpha stage), then a stage when it is actively debugged (beta stage), and finally a stage when all important bugs have been removed (stable stage).

Tanner stage - The Tanner stages (also known as the Tanner scale) are stages of physical development in children, adolescents and adults. The stages define physical measurements of development based on external primary and secondary sex characteristics, such as the size of the breasts, genitalia, and development of pubic hair.

piagetspreoperationalstageofdevelopment

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