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Ability to think and manipulate ideas abstractly. E.g. Calculating without the need for counters.
Examples:
Particles
Gas
Liquids
Solids

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- Ability to conserve
- Children begin to solve mental problems using physical support e.g. Counter and objects.
Examples:
Uses hands to count
Diene's 10's and 1's

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- uses symbols in play and thought
- No empathy and only sees their point of view(Egocentrism)
- Centration(Everything is about them)
- Inability to conserve
Examples:
Uses a banana as a phone
Uses a stick for a sward

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Children learn from sensing things in the world around them and their movements. E.g. Baby walker, sensory book and rattle.

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Piaget believed that children learn through senses and movements

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- Child as a scientist
- Cognitions determines language
- Self discovery
- Each stage is totally different
- If we teach a child we prevent them from discovering it themselves
- Development is a Result of Biological maturation
- Adaptation to the environment occurs due to assimilation and accommodation.

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1. The child will be given two equal balls of play doh. the adult will then ask the child if they are the same. The child will say yes.
2. The child will the flatten one of the balls. The adult will then ask the child if they are the same. if the child can conserve they will say yes. If the child can not conserve they will say no because one of them is bigger.

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1. The child is shown two equal rows of pennies. The adult will then ask the child if there is the same amount of coins in each row. The child may then count them and say yes.
2. The adult will then spread the coins out in one row and asks the child if there is the same amount of coins in each row. If the child can conserve they will say yes because one row has been spread out. If the child can not conserve they will say no because they have been spread out.

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1. The adult puts two equal beakers of water in front on a child and asks the child if both beakers have the same amount of water.
2. The adult then put one beaker of water into a taller beaker and asks a child if both beakers have the same amount of water.
3. The child then works out if both beakers have the same amount of water. If the child can conserve they will know that both beakers have the same amount of water. If the child can not conserve they will say they have different amounts of water because one beaker is taller.

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Assimilation - The child constructs a theory or schema.
Equilibrium - The experiences seem to fit the schema.
Disequilibrium - An experience occurs that's cost's doubt on the effectiveness of the schema.
Accommodation - The child changes the original schema to fit the new experience.

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1. A child see a round green fruit and knows it is an apple.
2. The next day a child see's another apple.
3. the child see's another green fruit and calls it an apple. Mum corrects it.
4. The mum then says no it's a pear. From this experience the child realises not all green fruit's are apples.