Jean Piaget – Theory of Cognitive Development

Who was Piaget?

Jean Piaget was a Swiss psychologist. He studied how children think, understand, and
learn as they grow.

He believed that children are active learners who build knowledge by interacting with their
environment.

Main Idea:

Children go through four stages of cognitive development, and at each stage, their thinking
becomes more logical and complex.

4 Stages of Piaget's Cognitive Development

Stage Age Range Key Features Example

1. Sensorimotor 0 – 2 years - Learning through senses & actions <br> - Object

2. Pre-operational 2 – 7 years - Symbolic thinking (use of words, images) <br> -

3. Concrete Operational 7 – 11 years - Logical thinking starts (about real things) <br> -
Understand conservation, classification <br> - Less egocentric Child can say 5 + 3 = 8 and
8 – 3 = 5.

4. Formal Operational 11+ years - Abstract thinking <br> - Hypothetical reasoning

Concept Meaning

Schema Mental structure to understand the world (like a folder in brain)

Assimilation Fitting new info into existing schema (e.g., calling all 4-legged animals “dog”)

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Accommodation Changing schema to fit new info (e.g., learning di erence between
dog and cow)

Equilibration Balancing assimilation and accommodation for stable learning.

Why is Piaget Important in Teaching?

Children learn actively, not just by listening.

Teachers should use hands-on activities and age-appropriate tasks.

Learning is most e ective when matched to the child’s developmental stage.

In Exams (like Bhoj D.El.Ed), questions may ask:

Stage identification (age group and abilities)

What a child can or can’t do at a particular stage

Practical classroom applications (e.g., play-based learning in pre-operational stage)

2. Lev Vygotsky – Socio-Cultural Theory of Cognitive Development

Who was Vygotsky?

Lev Vygotsky was a Russian psychologist. He believed that social interaction and culture
are very important in a child’s learning and development.

Main Idea:

Children learn and develop through interactions with parents, teachers, and peers.

Language, culture, and guidance help children grow mentally.

Key Concepts in Vygotsky’s Theory

1. Zone of Proximal Development (ZPD)

The gap between what a child can do alone and what they can do with help.

Learning happens best in this zone — with guidance.

Example: A child can’t solve a puzzle alone, but can do it with a little help from a
teacher. That is ZPD.

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2. Sca olding

The support given by a teacher or elder to help the child learn something new.

As the child learns, the support is slowly reduced (like removing a ladder once the child can
climb).

Example: Teacher helps student sound out words; later student reads independently.

3. Role of Language

Language is not just for communication, it helps in thinking.

Children first talk to others, then develop inner speech (thinking in the mind).

4. Social Interaction

Children learn better and faster when they interact with others.

Learning is collaborative (done with others), not just individual.

Classroom Implications:

Encourage group work and peer learning.

Use guided learning — give help where needed (sca olding).

Focus on language development in all subjects.

Teachers should identify each child’s ZPD and teach accordingly.

Useful for Exams (like Bhoj D.El.Ed):

Questions often ask what “ZPD” or “sca olding” means.

You may get examples or classroom situations to match with Vygotsky’s theory.

Vygotsky supports social learning, unlike Piaget who focused more on individual discovery.

3. ⚖ Lawrence Kohlberg – Moral Development Theory

Who was Kohlberg?

Kohlberg was an American psychologist who studied how children develop a sense of right
and wrong (morality). He extended Piaget’s ideas and created 3 levels with 6 stages of
moral reasoning.

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 Main Idea:

As children grow, their way of thinking about right and wrong becomes more mature and
ethical.

He believed moral development happens in stages, one after another — no skipping.

Kohlberg’s 3 Levels and 6 Stages

Level 1: Pre-Conventional (Age: 4–10 years)

Focus: Self-interest, avoiding punishment

Stage 1: Obedience and Punishment

"If I do wrong, I will be punished. So I must obey."

Stage 2: Individualism and Exchange

"I will do good if I get something in return." (selfish thinking)

Level 2: Conventional (Age: 10–15 years)

Focus: Social approval, obeying rules

Stage 3: Good Boy-Good Girl

"I want others to think I am good." (approval matters)

Stage 4: Law and Order

"Rules and laws must be followed for society to work."

Level 3: Post-Conventional (15+ years or never for some people)

Focus: Universal values, justice, human rights

Stage 5: Social Contract

"Laws are important, but they can be changed for fairness."

Stage 6: Universal Ethical Principles

"I follow my conscience and universal principles like justice and equality — even if it goes
against law."

Classroom Implications:

Respect the moral reasoning stage of each student.

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Use moral stories, real-life examples, and ask students to give their opinion.

Encourage discussion and debate to improve moral thinking.

Don’t force values; help students understand why something is right.

Helpful Points for Exams:

Remember the sequence of stages (1 to 6).

Examples of behavior can be matched to stages.

Emphasize "Why" a child thinks something is right — not just what they do.

4. B.F. Skinner – Operant Conditioning Theory

Who was Skinner?

B.F. Skinner was an American psychologist and behaviorist. He believed that behavior is
learned through consequences — either rewards or punishments.

Main Idea:

Skinner said that learning is a result of changes in behavior caused by consequences.

This is called Operant Conditioning — we repeat behaviors that are rewarded, and avoid
those that are punished.

Key Concepts:

1. Positive Reinforcement

Giving a reward to increase a good behavior.

Example: A teacher gives a star when a student finishes homework. The student wants
to do it again.

2. Negative Reinforcement

Removing something unpleasant to increase behavior.

Example: A student studies to avoid scolding. The scolding stops → student keeps
studying.

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3. Punishment

Used to decrease or stop unwanted behavior.

Positive Punishment – adding something unpleasant

Example: Giving extra homework for talking in class.

Negative Punishment – taking away something good

Example: No playtime for bad behavior.

4. Reinforcement Schedule

Skinner also explained how frequent rewards or punishments a ect learning.

Continuous Reinforcement – reward every time

Intermittent Reinforcement – sometimes only (this works better long-term)

Classroom Implications:

Use rewards like praise, stars, or certificates to encourage good behavior.

Avoid harsh punishment; instead use positive discipline.

Maintain consistency in giving feedback.

Encourage good habits with regular reinforcement.

Exam Tips:

Know the meaning of operant conditioning.

Understand di erence between positive & negative reinforcement and punishment.

Questions may ask: “What type of reinforcement is this?”