Piaget's (1936) theory of cognitive development explains, “how a child constructs a mental

model of the world.”

Piaget wanted to measure a child’s IQ as they grew up by using concepts that included numbers, time and quantity. He wanted to prove to society that children think drastically different as they grow in age. Children do not think the same as adults

“The goal of the theory was to explain the mechanisms and processes by which the infant, and then the

child, develops into an individual who can reason and think using hypotheses.”

Teachers can relate the cognitive development theory inside their classroom by encouraging all of their students to think deeply and analyze the information they are processing while they are learning a new lesson. Teachers can also encourage critical thinking/ problem solving skills inside and outside of the classroom setting

The zone of proximal development (ZPD) has been defined as:

"the distance between the actual developmental level as determined by independent problem

solving and the level of potential development as determined through problem solving under adult

guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86).

Vygotsky believed that students can perform tasks more effectively in the ZPD when they are given praise.

Teachers can help their students learn by using cooperative techniques and learning styles. Children who are struggling can learn from students who are quick learners.

Schemes can be used as the "building blocks" of knowledge for children that allow children of all ages to form their own ideas about the world around them.

Stage 1: Sensorimotor Stage (Birth to 2 years)

Stage 2: Pre-Operational Stage (Ages 2 to age 7)

Stage 3: Concrete Operational Stage (Ages 7 to age 11)

Stage 4: Formal Operational Stage (11 Years to adult)