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August 9, 1896 - September 16, 1980

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Definition: The stage of development in which a child is able to perform mental operations and thoughts using concrete concepts. Children are able to conserve and learn classification. It usually emerges at age 6-7 years old.

Example: There are two same size glasses filled with juice. Someone pours one of the glasses into a taller glass and asks the child which one has more. The child is able to tell that they still have the same amount although the shape changed.

Activity: Have the kids play a math game where they test each other with addition/subtraction flashcards so they can practice conversing and concrete thinking

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https://padlet.com/darian_guyer/vlm4abv1u051

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Equilibration is what drives development forward.
Example: A child could eat soup at home all the time and like soup. However, they may not realize they do not like all soups. Equilibration is when they realize it.
Activity: Based on the example, the child could be introduced to different versions of their favorite food to understand that they may like a certain soup, but not every version of it.

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Definition:
Fitting new information into cognitive schemas. This means that she you receive new information you try to make sense of that information by referring it to previous information and trying to fit it to the information you already have.
Example:
When you tell a little kid what a doggy looks like and tell them that’s a “doggy” they’ll start repeating after you. And every time they see something that looks like a dog, they’ll start calling it “doggy”.
Activity:
I can have different pictures of animals or objects. As I show the object I’ll be saying the name and the kids would repeat after me. I would do this several times with each one so they can assimilate to it and then I would apply the I-do, We-do, You-do method.

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Definition: When the brain makes room for more information.
Example:
A girl seeing a donkey for he first time might call it a horse. The girl assimilates this information into her schema for a horse. When she sees the differences between donkeys and horses. She accommodates the information that separates a donkey and a horse.
Activity:
Teacher lets the students pick a farm animal and they make little books about the animal. Once they are done they give little presentations to the class. Then the class can classify the differences about all the animals.

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This is when infants begin to form relationships with themselves and their environments.
Example: A child moving objects with their hand.
Activity: Swat it, Grab it, Hold it is an activity to help infants with hand eye coordination and motor skills. A parent could dangle a bottle above their child to help them realize they can grab it and hold it themselves.

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Definition: Piaget's role of diversity say that there were developmental variations that could take place within a child's learning spectrum. The child's learning process could be influenced by cultural factors. Piaget thought that language and diversity enhanced one's cognitive development. Piaget believed that through learning language children could learn more symbols to help them interpret their world.
Example: The role of diversity in one's classroom can allow students to think and process information differently.
Activity: An activity that could be found in a classroom regarding the role of diversity would be to have different individuals from different cultures and backgrounds brought into the classroom. This would allow the students to learn about different cultures and see other ways of learning information.

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The pre-operational stage occurs from ages 2 to 7 years. In this stage, kids are not able to understand concrete logic or manipulate information. Egocentrism is where the child is unable to take the viewpoint of other individuals.
Definition:According to Saul McLeod (2018), the definition of the pre-operational stage is "The pre-operational stage is the second stage in Piaget's theory of cognitive development. This stage begins around age two and last until approximately age seven. During this period, children are thinking at a symbolic level but are not yet using cognitive operations. The child's thinking during this stage is pre (before) operations. This means the child cannot use logic or transform, combine or separate ideas."
Example: An example of the pre-operational stage that would be viewed in an elementary aged classroom would be using analogies to illustrate the new relationships between two certain objects.
Activity: An activity that could be done in the classroom would be having the children play with playdoh, water, sand, clay, etc. because this would allow the children to observe the changes that are happening within each substance.

Simple Psychology. (2018). Retrieved from https://www.simplypsychology.org/preoperational.html

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This is the forth and final stage of Piagets theory. It is found in ages 12 and up into adulthood. This stage involves an increase in logic, and abstract thinking.
Example:
Piaget asked children where they would place a third eye if they were able to have one. The younger ones said they would put it in the middle of their foreheads. The older ones in the formal operations stage came up with creative places. Like in the middle of their hand to see around corners or the back of their head to see behind them.
Activity:
An activity you could do is play a killer
mystery game with the child and have them be the main detective. Let them use logic and abstract thinking to solve the crime.