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Piaget’s legacy will last for centuries, and has formed the basic foundation for all developmental psychologists.  His studies helped create the idea that the cognitive abilities and processes of children and adults differ greatly, allowing us a deeper and further look into the mind of children.  Along with this foundation, he also helped us understand that our development is continuous throughout life and each “stage” he explained was a stepping stone for the next, and without a step people aren’t able to develop.  However, Piaget’s ability to explicitly define the stages and ages at which they occur is pretty flawed, as most psychologists debate about the idea of “stages,” and the ages at which they occur.  All children develop at different rates and will eventually hit those stages, just not at the same time Piaget’s subjects did.  Piaget never really took into account cultural differences and environmental effects.  Both of these can greatly affect the development of the child and how fast they develop.  Piaget greatly generalized his results, but these results helped form the foundation for Developmental Psychology and helped provide us deeper insight into the development of the human race.

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From 12 years old to adulthood, kids enter the Formal Operational Stage.  At this stage, kids start to consider hypotheticals and possible outcomes and are able to solve these sorts of problems.  They are also able to understand more abstract concepts with their increased logic and creativity and can plan/make strategies to understand these hypotheticals/concepts.  Additionally, kids or adults in this stage are able to use deductive logic, helping them with math and science, as they are able to understand hypotheticals.

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From the ages of 6 or 7 through 11 yrs old, kids start to think more logically about concrete events.  For example, kids are able to understand the idea of conservation, the idea that mass and other quantitative values will always remain the same despite changes in shape.  They also are able to use inductive logic, where they can comprehend that their experiences can help form general principles about life; however, they can’t use deductive logic, or be able to predict the outcome of an event, or other type of hypotheticals.  On top of that, they are also aware that processes or things can be changed and reversed to return it to its original state (reversibility).

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The Preoperational Stage occurs when a child is 2-6 years old. During this stage, children begin talking, but can’t use logic. This stage consists of lots of pretend play and imagination. At this age, kids do not understand the concept of conservation. Conservation is a concept where people understand that the mass or volume of something does not change when placed in a different container. When the same amount of liquid is poured out of a short beaker, and into a tall skinny beaker, kids would say that the taller beaker has more liquid in it. Also at this age, children are very egocentric. This means that they are only focused on themselves, and do not understand others’ opinions. For example, a kid may block your view of the tv, because they expect that you can see what they are seeing. At the end of this stage, they begin forming a theory of mind, which means they can read the reactions of others. This leads to children both empathizing with and teasing other kids.

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Tertiary Circular Reactions take place when a child is between 12 and 18 months old. Children begin learning through what is called active experimentation. They continue to try new things to get the outcome they want. In other words, they create new schemas to reach a goal. During this stage, children often do things to get a reaction out of people. For example, if they drop a toy, and mom picks the toy up, they will continue to drop toys to get the same reaction.

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Secondary Circular Reactions last between the ages of 4-8 months. Now, babies are interested in objects. They find objects that bring them pleasure, and repeat them. Babies now  repeat the same behaviors, both with themselves and objects. In this sub stage, babies begin developing new schemata such as repeatedly shaking a rattle, or putting toys in their mouths.

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Primary Circular Reactions occur when a baby is between 1-4 months old. This sub stage is where babies do something by accident, enjoy it, and want to repeat that action. Babies are focused on themselves during this stage, and begin doing actions on purpose. They develop new schemata such as sucking their thumbs, moving their fingers, and kicking their legs.

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Babies are considered to be in the sensorimotor stage from birth to around 2 years old. This stage consists of babies experiencing  the world for the first time. They begin to use their senses to make sense of things, and develop schema. The biggest development of this stage is object permanence. Object permanence is knowing an object exists, even if it isn’t currently in site. This important stage is broken into 3 sub stages: Primary Circular Reactions, Secondary Circular Reactions, and Tertiary Circular Reactions.