What are the 4 stages of children s thinking development?

1. Perceptual-motor stage (0-2 years old).

Cognitive activity in the perceptual-motor phase.

This stage is marked by the gradual acquisition of individual permanence at 9-12 months, which is the basis of higher-level cognitive activities, indicating that children begin to use symbols to represent things in their minds, but they are not yet able to name things with verbal and abstract symbols.

2. Pre-arithmetic stage (2-7 years old).

In the pre-arithmetic stage, children are able to use representations and symbolic thinking, that is, children can use one thing to represent or represent other things to describe the external world.

However, children at this stage can also grasp the generalization and generality of concepts very well.

3. Specific arithmetic stage (7-11 years old).

The concept of conservation is formed in the mind, and the child has acquired the concept of conservation of length, volume, weight, and area.

The emergence of the concept of conservation is a major feature of children in the concrete operation stage.

4. Formal operation stage (after 11 years old).

In the stage of formal operation, children's thinking has gone beyond the dependence on concrete perceptible things, so that the form is freed from the content, and enters the stage of formal operation, the most representative research is the "pendulum experiment", and the children's ability to complete the "pendulum experiment" alone indicates that his cognitive development level has been in the stage of formal operation.

Thinking is reversible, compensatory, and flexible.

Children at this stage not only have reverse reversible thinking, but also have compensatory reversible thinking, and children at this stage no longer abide by the rules, but often violate the rules because the rules do not match the facts.

Stage 1 is the perceptual-motor phase. The second stage is the pre-computation stage. The third stage is the concrete operation stage. The fourth stage is the formal operation stage.

The first stage is the perceptual computing stage.

This stage is 0-2 years old. In the perceptual computing stage, intelligence is developed through experience and the sensations of the five senses. Our brains want to see, hear, smell, taste and touch as much as possible.

First we need to start with simple reflexes and then develop our first habits. At the age of 4 months, children become aware of their bodies and other things. As you get older, you become conscious of doing things.

The second stage is the pre-computation stage.

This stage is 2-7 years old. At this time, the little one is in symbolic function and intuitive thinking. The existence of fantasy things also believes in the existence of entities, because there is no way to apply specific cognitive operations.

It is only in the pre-arithmetic stage that we learn to speak and understand words, images and gestures, which are symbols that represent something else. For example, when a child draws a picture, the drawing is so unreal and has no proportions. And their symbolism is a love of role-playing.

It's a great way to experience new things and learn a lot.

The third stage is the specific operation stage.

This stage is at the age of 7 to 11 years. will develop logic and begin the most concrete cognitive operations. For example, the ability to sort according to the laws of characteristics, the ability to reason inductively, the concept of conservation begins to be established, and the brain will learn to rearrange your thoughts to classify and establish the mental structure of specific operations.

For example, it is possible to reverse a behavior by doing the opposite, doubling up for the new thinking ability. When learning to write or studying. They can be applied to communications and events. As a result, children begin to understand themselves better and that their thoughts and feelings are unique.

The fourth stage is the formal operation stage.

This stage is for people over 12 years old. Once we become teenagers, we enter the stage of formal operations, capable of pushing, rational thinking, abstract concepts and hypothetical situations. At this time, the cognitive abilities are more advanced and can understand abstract concepts.

Such as success and failure, love and hate.

The four stages of a child's cognitive development are as follows:

1. Perceptual-motor stage (birth - 2 years old). Equivalent to infancy. This is the stage before language and representation are produced.

The main characteristics of this stage are that children only rely on perceptual movements to adapt to the external world and construct action formats. The main cognitive achievements of children at this stage are:

Subject-object differentiation and formation of causal connections.

2. Pre-arithmetic stage (2-7 years old).The qualitative leap from the previous stage is manifested in the fact that, due to the emergence of signal functions or symbolic functions, children at this stage begin to get rid of concrete actions and can carry out representational thinking in their minds by means of symbolic formats.

This stage can be further divided into two smaller stages: the pre-conceptual or symbolic thinking stage (2-4 years old) and the intuitive thinking stage (4-7 years old).

3. The specific operation stage of the year). There are two characteristics of children's cognition and thinking at this stage: one is that thinking begins to have greater changeability, reversibility appears (the concept of "operation" itself means a reversible action in Piaget's theory), can solve conservation problems, and can classify and understand logical relationships with specific things or images;

The other is to be able to perform cluster operations on specific things, including combinatorial, inverse, combined, identical, repetitive or redundant operations. However, due to the fact that the operation at this stage is still inseparable from the support of specific things or images, the operation is still scattered and isolated, and it is difficult to form a complete system.

4. Formal operation stage. Also known as the propositional operation stage. The biggest features of this stage are:

Children's thinking has been able to get rid of the shackles of concrete things, not limited by the content of concrete things, can separate form from content, and carry out abstract logical thinking, that is, can use symbols to carry out propositional calculus, and can make logical reasoning according to assumptions.

At this stage, although children and adolescents are not aware of the existence of certain formal arithmetic structures, they are able to use these structures to solve practical problems.

The main points of cognitive development game theory

Piaget paid attention to children's play while studying the problems of the formation and development of symbolic functions. He seeks to find a bridge between perceptual motor and computational thinking activities through the study of children's play and imitation. Therefore, his theory of play is closely related to his theory of cognitive development, and can be said to be an integral part of his theory of cognitive development.

Practice play is a play feature that animals share with children, especially animals. But there is a clear difference between practice sex play for animals and children. The play of small animals is limited to reflexive action patterns or instincts, while children's play is not only a perceptual motor exercise, but also a mental exercise.

There are three stages of children's thinking development:

1. Action thinking stage (under three years old).

2. Concrete image thinking stage (3-6 years old).

3. Abstract logical thinking ability (6 11 years old).

Action thinking stage: There is an apple on the table, the baby is short and unbalanced, and he finds that there is a stool next to him, so he moves the stool over, climbs up by himself, and successfully gets the apple in his hand. Children learn to sell other things to achieve their own ends.

Concrete image thinking stage: 3-6 years old children's concrete image thinking is dominant, and they lack a sense of three-dimensional and space. At this time, parents can help children understand the relationship between plane and three-dimensional when they disassemble and assemble toys or building blocks, and play classification and comparison games with children, so that children can learn induction and abstraction from concrete.