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Piaget's Stages of Cognitive Development (Concrete Operational 7- Year old's)

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Piaget's Stages of Cognitive Development (Concrete Operational 7- Year old's)

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Concrete Operational Stage

Jean Piaget’s cognitive development theory theorizes that children develop through four different stages of mental development. This theory was put into place to focus on understanding how children acquire knowledge and how they interpret it.

There is the sensory motor stage which is birth- 2 years old

Preoperational stage which is ages 2-7

Concrete operational state which is ages 7 to 11

And Formal Operational which is ages 12 and older

Piaget believed that children are active participants in their learning process, and they are “little scientist” because they perform experiments, make observations and learn about the world. As they continue to explore the world around them, they gain more knowledge and gain more ideas about the world.

-        Piaget’s 4 Stages of Cognitive Development include the Concrete Operational Stage which is for children ages 7-11 years old.

-        During this stage, children begin to think critically about certain events

-        They understand the concept of conservation. When presented with two cups with the same amount of liquid, no matter what glass (tall, or skinny) you put one of them into, they will always be equal.

-        They start to think logically

-        They also start to view situations from the perspective of the other person. They think about how they might think and feel.

-        During this stage they also begin to understand that not everyone has the same thoughts and views as they do.

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Increased coordination for catching and throwing

Writing neatly

Cutting neatly around shapes

Dressing and toileting independently

Using knife and fork

Tying shoe laces

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At this stage most children learn how to use a bike without training wheels

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Seven year olds begin to enhance their responsibility trait by wanting to help out with the household chores, getting themselves ready for school, and helping out more with in class duties.

Eight year olds should be taking on multiple chores around the house. They will be able to dress and shower themselves without any help. They also will

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Social/Emotional Development: 7 & 8 year old’s

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Social/Emotional Development: 7 & 8 year old’s

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At the age of seven and eight, children begin to move out of the "playmate" stage of friendship and begin to bond life long friendships with picking kids that they have similar interest, hobbies, and trust within them. At this stage many 7-8 year old’s may begin to enjoy spending time alone by playing alone or reading instead of playing with their friends. By doing activities alone they can gain a better sense of themselves.

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At this stage 7-year old’s will begin to develop better coordination and balance. They will be able to do more with their motor skills, like moving around while dancing, or being able to run and catch a ball. The more physically active they are, the faster their motor skills will develop.

Perform movements that require standing in place (like twisting or spinning around)

Being able to ride a two-wheel bike

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Running around obstacles while maintaining balance

Standing and maintaining balance on one foot.

Hopping on one foot

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Eight year olds can understand emotions. They can empathize with their peers and will begin to process feelings in a more mature way.
- Eight year olds will start to express that they want a little more privacy
- They will begin to want more physical contact in certain situations, and in others less physical contact as a method to sooth them.
-They will also become better at handling their failures and frustrations.

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They can handle transitions and last-minute changes better than a preschooler or kindergartener. While they may have a hard time with self-control, they are usually able to “go with the flow”. However, they still seek comfort in having a set routine since their world becomes increasingly hectic since their attention is on people and things outside of their home.

They like to have things like family meals together that are a set time that they can count on to be surrounded by family.

Can feel insecure about themselves and can be critical of themselves and their work.

Losing a game of soccer or not having a drawing turn out the way they want can hurt their self-esteem.

They can start describing why their emotions caused them to do an action. “I was angry because I was really excited to go to the park and was sad when we couldn’t go.”

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In this video the standards for development are discussed. 8 years old is around the time that strong bonds with the same gender begin to form, Children around 8 also become more interest focused in areas such as sports or arts.

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By the age of 8 children should be able to preform most locomotion activities. They are running with ease as well as hopping, skipping, and jumping. An 8 year old is able to dress and shower themselves.
During year 8, physical changes become less noticeable, but fine motor skills become more refined and controlled.

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Vygotsky believed that social interaction play was very important in the cognitive development aspect. He believed this happened in two levels. The first being interacting with others and then being integrated in the individual understanding.

Vygotsky's also believes indirected adult helps to promote learning. When this happens is usually known by the Zone of Proximal. In this process, adults help students when they are in a difficult situation by providing hints to help the child reach the solution.

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Erikson's 8 Stages of Psychosocial Development

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Erikson's 8 Stages of Psychosocial Development

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Each stage is composed of a conflict or a task that involves challenges that help children grow into positive, successful, and contributing members to society. The stage that revolves around seven and eight year olds is the industry vs. inferiority stage. This is only the third stage and it ranges throughout the elementary school years of a child. This stage relates to children around seven and eight because it is around this age where children start to compare themselves to their peers. This can lead children to develop a sense of pride in their own work such as in school or sports but at the same time can leave some children feeling inferior to others. It is important that children learn to get along with their peers and are fostered with positive interactions in their home-life, schooling, and other extracurricular activities at this age so they do not feel inferior as they move on to later stages of development.

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A student in second grade is able to take her shoe off with no problem and is able to tie it after again with no difficulty. This shows how at the age of 7 students have self-care and their fine motor skill have developed more

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At 5:47min we see a seven-year-old demonstrating cognitive development by answering questions of how she knows she has the correct answer. At this age, children have knowledge that they have learned and are able to say why they are correct.

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Kohlberg's moral understanding stage theory

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Kohlberg's moral understanding stage theory

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Kohlberg's theory research came from agreeing with Piaget's theory of moral development. This moral development was made up of three levels and six stage. The three levels were pre-conventional, conventional, and post-conventional morality. This moral development can relate to the age group of 7/8 by stage 2 out of six because the child should learn that it is in their interest to behave well, because rewards are in store if they do so. Helping out these child at this age with this stage is beneficial because it then allows the child to morally develop into the next stage at the age of nine.

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Most children at this age will have a curiosity for the world and have an increased sense of adventure and eagerness to learn new things.

They can apply the simple addition and subtraction that they learned and apply it to solve word problems

Their reading and vocabulary will improve, and they can start reading chapter books

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Operant Conditioning Is learning through reward and punishments for behavior. A child will associate behavior with a consequence. For example, if a child cleans up after himself and is giving a treat every time; the child will expect a treat every time he cleans up after himself.  However every time a child does not clean after himself he gets put in time out; the child will wait to put in time out every time he does not clean after himself.  Skinner believed that the best way to understand behavior is to look at the action and the consequences that follow it.