INTRODUCTION

Behaviorist theorists provided valuable insights in their time and moment.

contributions to Education. Many of their studies still hold relevance in our days.

validity. They were concerned about the behavior of man and how it influences the

learning.

A new movement emerges to complement the behaviorists, these are

the so-called Cognitivists, and among them we have Piaget, Bandura, Bruner and

others. These scholars make corrections to the theories through their studies

first and will enhance the teaching work by providing the teacher

information about what happens in the child's mind and how the structures

mental ones will help them achieve learning.

With thedomainof thetheoriesCognitive,the workthe teacher will focus

and to direct towards the child's orientation, therefore, the child takes on the role of

main actor in the learning process.

Through the completion of this work, it is intended to achieve knowledge of a

a little more about various theories of Jean Piaget, which will allow us to

discover aspects of great importance in relation to the development of

mathematical logical thinking in preschool children.

A brief bibliographical reference will be made about Piaget, for this.

way to get to know a little about the history of this outstanding psychologist.

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Regarding your theories, various concepts will be addressed, such as scheme,

structure, organization, adaptation, assimilation, accommodation, and balance. Of

Similarly, reference will be made to the cognitive theory of this author, highlighting in

this sense the division of cognitive development, the types of knowledge and how

this type of development is achieved.

In this work, it is intended to rescue from the analysis of the

Piaget's research, the influence of genetic psychology on pedagogy

of the twentieth century. In it, the fundamental and innovative aspect lies in the fact that

this professional does not propose his conclusions pointing from a first

time to renew contemporary education; but rather through successive

reflections and observations, and after their discoveries produce

major changes in educational pedagogy, recognizes the relationship between its

postulates and the same

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 JEAN PIAGET

1. BIOGRAPHY

Jean Piaget was born on August 9, 1986, in Neuchatel and died on the 16th

in September 1980 in Geneva. He is the eldest son of Arthur Piaget.

professor of medieval literature and Rebecca Jackson. When she graduates from

the secondary school is enrolled in the Faculty of Sciences of the

University of Neuchâtel where he obtains a PhD in Sciences

Natural. During this period, he publishes two books whose content is

philosophical and that, although the author will later describe them as writings of

Adolescence will be determinants in the evolution of their thinking.

After spending a semester in Zurich, where one starts to

psychoanalysis, is going to work for a year in Paris, in the laboratory of

Alfred Binet. There he studies problems related to development.

intelligence.

Piaget successively held the positions of professor of Psychology,

Sociology, Philosophy of the Sciences at the University of Neuchâtel (1925)

a 1929), of professor of the history of scientific thought in the

University of Geneva from 1929 to 1939, director of the Office

International Education from 1929 to 1967, as a Psychology teacher and

Sociology at the University of Lausanne from 1938 to 1951, as a professor of

Sociology at the University of Geneva from 1939 to 1952 and then

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 Experimental psychology from 1940 to 1971. He was the only Swiss professor who

he was invited to teach at the Sorbonne from 1952 to 1963.

In 1955, Piaget created the International Center for Epistemology.

Genetics that directed until his death.

His works on genetic psychology and epistemology sought

an answer to the fundamental question of construction of

knowledge. The various research carried out in the domain

of child thinking, allowed him to highlight that the logic of

The child is not only built progressively, following their own

laws but also develops throughout life going through

different stages before reaching the adult level.

The essential contribution of Piaget to knowledge was having

shown that the child has specific ways of thinking that

they differentiate from the adult. Jean Piaget obtained more than thirty doctoral degrees.

honorary degrees from various universities around the world and numerous awards.

2. DEFINITION OF BASIC CONCEPTS OF THE THEORIES OF

PIAGET:

SCHEME: Represents what can be repeated and generalized in a

action; that is, the scheme is what they have in common.

actions, for example "pushing" an object with a bar or with

any other instrument. A scheme is an operational activity.

that is repeated (initially in a reflexive manner) and is universalized in such a way

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 so that other previous non-significant stimuli become capable

to raise it. A diagram is a simplified image (for example, the

map of a city.

Piaget's theory primarily deals with schemas. At first, the...

schemas are reflexive behaviors, but later include

voluntary movements, until later they become

mainly in mental operations. With development arise

new schemes and the existing ones are reorganized in various

modes. These changes occur in a specific sequence and

They progress according to a series of stages.

STRUCTURE: They are the set of responses that take place afterwards.

that the subject of knowledge has acquired certain elements of

exterior. Thus, the central point of what we could call the theory

from the manufacturing of intelligence is that it is "constructed" in the

head of the subject, through an activity of the structures that are

they are fed by the action schemes, that is, regulations and

coordination of the child's activities. The structure is nothing more than

a balanced integration of schemes. Thus, for the child to pass from

a state to another of higher level in development, must employ the

schemes that they already have, but in the plane of the structures.

ORGANIZATION: It is an attribute possessed by intelligence, and is

formed by the stages of knowledge that lead to behaviors

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 different in specific situations. For Piaget, an object cannot

never perceived nor learned in itself but through the

organizations of the actions of the subject in question.

The function of the organization allows the subject to maintain in systems

Coherent interaction flows with the environment.

ADAPTATION: Adaptation is always present through two

basic elements: assimilation and accommodation. The process of

adaptation seeks stability at some moments and, at others, the

change.

In itself, adaptation is an attribute of intelligence, which is acquired.

through the assimilation by which new information is acquired and

also for the accommodation through which they adjust to that new

information.

The adaptation function allows the subject to approach and achieve a

dynamic adjustment with the environment.

Adaptation and organization are fundamental functions that

they intervene and are constant in the cognitive development process,

both are inseparable elements.

ASSIMILATION: Assimilation refers to the way in which an organism

faces an environmental stimulus in terms of organization

The mental assimilation consists of the incorporation of the

objects within behavior schemes, schemes that do not

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 are nothing but the framework of actions that man can

"actively reproduce in reality" (Piaget, 1948).

Globally, it can be said that assimilation is the fact that

the organism adopts the substances taken from the environment to its

own structures. Incorporation of the experience data in the

innate structures of the subject.

ACCOMMODATION: Accommodation implies a modification of the

current organization in response to environmental demands. It is the

process by which the subject adjusts to external conditions.

Accommodation does not only appear as a necessity to submit to

half, if it also becomes necessary to coordinate the

various assimilation schemes.

BALANCE: It is the unit of organization in the knowing subject.

They are the so-called "bricks" of the entire system construction.

intellectual or cognitive, regulate the interactions of the subject with the

reality, since they also serve as assimilative frameworks by

which new information is incorporated into the person.

Cognitive development begins when the child starts to

internal balance between the accommodation and the environment that surrounds it and the

assimilation of this same reality to its structures. That is to say, the child

as it relates to its environment, it will incorporate the

experiences to their own activity and readjusts them with the experiences

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 obtained; for this process to take place it must be presented

the mechanism of equilibrium, which is the balance that arises between the

external environment and the internal structures of thought.

Balancing Process:

Although assimilation and accommodation are invariant functions in the sense

of being present throughout the entire evolutionary process, the relationship between

she is changing so that intellectual evolution is the evolution of

this assimilation/accommodation relationship.

For PIAGET the process of equilibration between assimilation and accommodation

it is established in three progressively more complex levels:

1. The balance is established between the subject's schemes and the

external events.

The balance is established between the subject's own schemes.

3. Balance translates into a hierarchical integration of schemes.

differentiated.

3. COGNITIVE THEORY:

Division of Cognitive Development:

Piaget's theory uncovers the stages of cognitive development from

childhood to adolescence: how psychological structures develop

from innate reflexes, they are organized during childhood into

behavioral patterns are internalized during the second year of life

as thought models, and they develop during childhood and the

adolescence in complex intellectual structures that characterize the

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 adult life. PIAGET divides cognitive development into four periods

important:

PERIOD STADIUM AGE

Sensorimotor Stage a) Stadium of the mechanisms 0 - 1
congenital reflexes. month
The child's behavior is b) Stadium of reactions 1 - 4
essentially motor, no primary circulars months
hey representation c) Stadium of reactions 4 - 8
internal of the secondary circulars months
events d) Coordination stadium of 8 - 12
externals, nor think the behavior patterns months
through concepts. previous.
e) Stadium of the new 12 - 18
discoveries for months
experimentation.
f) Stadium of the new 18-24
mental representations. months
Preoperational Stage

It is the stage del

thought and that of
language that graduates its a) Preconceptual stage. 2-4 years
ability to think
symbolically, imitate b) Intuitive stadium. 4-7 years
behavioral objects,
games symbolic,
drawings images
mental and development
of spoken language.
Stage of Concrete Operations 7-11 years

Reasoning processes become logical and can

apply to concrete or real problems. In the social aspect, the
the child now becomes a truly social being and in
in this stage, the logical schemes of sequencing appear,
mental organization of sets and classification of them
concepts of chance, space, time, and speed.
Stage of Formal Operations 11 years in
forward
In this stage, the teenager achieves abstraction about
specific knowledge observed that allows him/her to use the
inductive and deductive logical reasoning. Develop feelings
idealists and continuous personality development is achieved, there is a
greater development of moral concepts.

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Types of Knowledge:

Piaget distinguishes three types of knowledge that the subject can possess,

these are the following: physical, logical-mathematical, and social.

Physical knowledge is that which belongs to the objects of the world.

natural; it basically refers to that which is incorporated by empirical abstraction,

in the objects. The source of this reasoning lies in the objects (for example the

hardness of a body, the weight, the roughness, the sound it produces, the taste, the

length, etc.). This knowledge is what the child acquires through the

manipulation of the objects around him that are part of his interaction

with the medium. An example of this is when the child manipulates the objects that are

they find in the classroom and differentiate them by texture, color, weight, etc.

It is the abstraction that the child makes of the characteristics of objects in

the external reality through the process of observation: color, shape, size,

weight and the only way the child can discover those properties is

acting on them physically and mentally.

Physical knowledge is the type of knowledge related to objects,

people, the environment surrounding the child, has its origin in the external.

words, the source of physical knowledge is the objects of the external world,

example: a ball, the car, the train, the bottle, etc.

Logical-mathematical knowledge is the one that does not exist by itself in

the reality (in objects). The source of this reasoning lies in the subject and

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this is built by reflective abstraction. In fact, it derives from coordination.

of the actions that the subject performs with the objects. The most typical example is the

number, if we see three objects in front of us, we see it nowhere.

three, this is more of a product of the abstractions of the coordinations of

actions that the subject has taken, when faced with situations where

three objects are found.

Logical-mathematical knowledge is what the child builds by relating

the experiences gained in the handling of objects. For example, the child

difference between an object with a rough texture and one with a smooth texture and establish

they are different. Logical-mathematical knowledge "arises from an abstraction

reflexive

builds in his mind through relationships with objects, developing

always from the simplest to the most complex, having as a particularity that the

knowledge acquired once processed is not forgotten, as experience does not

comes from the objects but from their action upon them. Hence this

knowledge has its own characteristics that differentiate it from others

knowledge.

Logical mathematical operations, before being a purely

intellectual, requires in preschool the construction of internal structures and of

management of certain notions that are, above all, a product of action and relationship

of the child with objects and subjects that, through reflection, allow them to acquire

the fundamental notions of classification, seriation, and the notion of number. The

an adult who accompanies the child in their learning process must plan

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didactics of processes that allow interaction with real objects, that are

your reality: people, toys, clothes, animals, plants, etc.

Mathematical logical thinking includes:

1. Classification: it constitutes a series of mental relations based on the

which objects are gathered by similarities, separated by differences, are

defines the belonging of the object to a class and includes subclasses within it.

conclusion the relationships that are established are the similarities, differences,

belongings (relationship between an element and the class to which it belongs) and

inclusions (relationship between a subclass and the class of which it is a part). The

classification in the child goes through several stages:

a. Alignment: one-dimensional, continuous or discontinuous. The

the elements chosen are heterogeneous.

BLUE RED RED RED BLUE BLUE

b. Collective Objects: collections of two or three dimensions, formed

by similar elements that constitute a geometric unit.

YELLOW

YELLOW

RED

BLUE

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 c. Complex Objects: Same characteristics of the collective, but with

heterogeneous elements. Of varieties: geometric shapes and figures

representative of reality.

BLUE RED

BLUE RED

d. Non-Figurative Collection: has two moments.

i. Form collections of pairs and trios: at the beginning of this sub-

at this stage the child still maintains the alternation of criteria, more

forward maintains a fixed criterion.

ii. Second moment: groups are formed that encompass more and

which can in turn be divided into sub-collections.

2. Seriation: It is a logical operation that, based on a system of references,

allows for establishing comparative relationships between the elements of a

set, and sort them according to their differences, either in descending order or

increasing. It has the following properties:

a. Transitivity: It consists of being able to deductively establish the relationship

existing between two elements that have not been compared

indeed from other relationships that have been established

perceptively.

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 b. Reversibility: It is the possibility of simultaneously conceiving two

inverse relationships, that is, to consider each element as greater

that the following and less than the previous.

The serialization goes through the following stages:

First stage: Couples and Trios (form couples of

elements, placing one small and the other large) and

Stairs and Ceiling (the boy builds a ladder,

focusing on the upper end and neglecting the line

of base).

Second stage: Series by trial and error (the child manages to ...

series, with difficulty in completely ordering them.

Third stage: the child performs systematic sequencing.

3. Number: it is a logical concept of a nature different from physical knowledge or

social, since it cannot be directly extracted from the physical properties of the

objects neither of the conventions sáciela, but rather it is constructed through a

process of reflective abstraction of the relationships between the sets that

they express number. According to Piaget, the formation of the concept of number is the

result of logical operations such as classification and seriation; by

for example, when we group a certain number of objects or arrange them

in series. Mental operations can only take place when success is achieved

notion of conservation, of quantity and equivalence, term by term.

It consists of the following stages:

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 a. First stage: (5 years): without preservation of quantity, absence of

term by term correspondence.

b. Second stage (5 to 6 years): Establishment of correspondence

term by term but without durable equivalence.

c. Third stage: conservation of number.

Social knowledge can be divided into conventional and non-conventional.

conventional. The conventional social is a product of the consensus of a group

social and the source of this knowledge is in others (friends, parents,

teachers, etc.). Some examples would be: that on Sundays there is no school,

that one must not make noise during an exam, etc. Social knowledge does not

conventional, would be the one referring to notions or social representations and that

it is constructed and appropriated by the subject. Examples of this type would be: notion of

rich-poor, notion of profit, notion of work, representation of authority,

etc.

Social knowledge is an arbitrary knowledge, based on the

social consensus. It is the knowledge that a child acquires by interacting with others

children or with the teacher in their child-child and child-adult relationship. This knowledge

it is achieved by promoting group interaction.

The three types of knowledge interact with each other, and according to Piaget, the

logical-mathematical (frameworks of the cognitive system: structures and schemes)

plays a predominant role in that without it, physical and social knowledge

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they could not be incorporated or assimilated. Finally, it must be noted that, according to

with Piaget, logical-mathematical reasoning cannot be taught.

It can be concluded that as the child comes into contact with objects

from the environment (physical knowledge) and shares their experiences with other people

(social knowledge), the structuring of logical knowledge will be better

mathematician.

4. HOW COGNITIVE DEVELOPMENT IS ACHIEVED:

No knowledge is a copy of the real, because it necessarily includes,

a process of assimilation to previous structures; that is, an integration of

previous structures. In this way, assimilation manages two elements: what

it has just been known and what it means within the context of the human being that it

learned. For this reason, knowing is not copying the real, but acting in reality and

transform it.

Logic, for example, is not simply a system of notations.

inherent to language, but rather consists of a system of operations such as

classify, serialize, match, etc. That is to say, action is taken on the

assimilated theory. Knowing an object, for Piaget, implies incorporating it into the

action systems and this is valid for sensory-motor behaviors up to

logical-mathematical combinations.

The most basic schemes that are assimilated are reflexes or instincts, in

other words, hereditary information. Based on our genetic makeup

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we respond to the environment in which we are enrolled; but as we

we increase stimuli and knowledge, we expand our capacity to

answer; as we assimilate new experiences that influence our

perception and way of responding to the environment.

Acquired behaviors carry with them self-regulatory processes, which

they indicate how we should perceive and apply them. The set of operations

of thinking, especially logical-mathematical operations, are a vast

self-regulating system, which guarantees thought its autonomy and coherence.

Regulation is divided, according to Piaget's ideas, into two levels:

a. Organic regulations, which have to do with hormones, cycles,

metabolism, genetic information, and nervous system.

cognitive regulations originate from acquired knowledge

previously by the individuals.

In general, it can be said that cognitive development occurs with the

reorganization of cognitive structures as a consequence of processes

adaptive to the environment, based on the assimilation of experiences and accommodation of

the same according to the previous baggage of the cognitive structures of the

apprentices. If the physical or social experience conflicts with the

prior knowledge, cognitive structures are reorganized to incorporate

the new experience and it is what is considered as learning. The content of

learning is organized into knowledge schemes that present different

levels of complexity. School experience, therefore, must promote the

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cognitive conflict in the learner through different activities, such as the

challenging questions about their prior knowledge, destabilizing situations, the

challenging proposals or projects, etc.

Piaget's theory has been called genetic epistemology because

studied the origin and development of cognitive abilities from their foundation

organic, biological, genetic, finding that each individual develops according to their

own pace. Describe the course of cognitive development from the newborn phase

born, where reflex mechanisms predominate, until adulthood

characterized by conscious processes of regulated behavior. In the

genetic development of the individual periods are identified and differentiated

intellectual development, such as the sensorimotor period, the operations period

concrete operations and that of formal operations. Piaget considers thinking and the

intelligence as cognitive processes that are based on a substrate

biological-organic determined that is developing in parallel with the

maturation and biological growth.

At the base of this process are two functions called

assimilation and accommodation, which are essential for the adaptation of the organism to

its environment. This adaptation is understood as a cognitive effort of

individual to find a balance between himself and his environment. Through the

assimilation the organism incorporates information into the structures

cognitive in order to better adjust the prior knowledge that one possesses. That is,

the individual adapts the environment to himself and uses it according to how he perceives it. The second

part of the adaptation that is called accommodation, as an adjustment of the organism

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In demanding circumstances, it is an intelligent behavior that requires

incorporate the experience of actions to achieve their full development.

These mechanisms of assimilation and accommodation form units of

cognitive structures that Piaget calls schemas. These schemas are

internalized representations of a certain class of actions or executions, such as

when something is done mentally without performing the action. It can be said that the

The scheme constitutes a cognitive plan that establishes the sequence of steps.

that lead to the solution of a problem.

For Piaget, cognitive development occurs in two ways: the first,

the broadest one corresponds to cognitive development itself, as a process

adaptive assimilation and accommodation, which includes biological maturation,

experience, social transmission and cognitive balance. The second way of

cognitive development is limited to the acquisition of new responses for

specific situations or the acquisition of new structures for

specific mental operations.

In the case of the classroom, Piaget considers that the factors

Motivational aspects of the cognitive development situation are inherent to the student.

and are therefore not directly manipulable by the teacher. The motivation

of the student arises from the existence of a conceptual imbalance and of the

the student's need to restore their balance. Teaching must be

planned to allow the student to manipulate the objects in their environment,

transforming them, making sense of them, dissociating them, introducing them

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variations in its various aspects, until being able to do

logical inferences and develop new schemes and new mental structures.

Cognitive development, in summary, occurs through restructuring.

of the internal cognitive structures of the learner, of their schemas and structures

mental ones, so that at the end of a learning process they should appear

new schemes and structures as a new form of balance.

PSYCHOGENETIC THEORY OF PIAGET

From the research and in-depth exploration of the complex problem of education

intellectual, Piaget proposes a new conception of intelligence, which influences

directly on the pedagogical currents of the moment. According to this

psychologist "intelligence is the ultimate adaptation, the balance between

continuous assimilation of things to one's own activity and the accommodation of those

assimilative schemas to objects.

As a result of this conception, Piaget formulates the process of development of the

intelligence based on the division of it into six periods, each of which

which represents an advance in relation to the previous one. Throughout this development,

the goal is to achieve balance of the psyche, which is characterized by the

stability and the activity that will allow to anticipate the situations to face. In

in this context, the essence of each previous construction or period remains almost

always in the form of a foundation upon which the achievements of successive phases will be built

of learning.

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The moments that mark the emergence of successively constructed structures.

son

Stadium of reflections or hereditary mounts, to which they correspond the

first intuitive trends and the first emotions.

Stadium of the first motor habits and the first perceptions

organized.

Stadium of sensory-motor intelligence practice (prior to language), which

it corresponds to elementary affective regulations and to the first ones

external fixations of affection.

Stadium of intuitive intelligence, of inter-individual feelings

spontaneous and the relationships of submission to the adult.

Stadium of concrete intellectual operations (appearance of logic) and of

the moral and social feelings of cooperation.

Stadium of abstract mental operations, of the formation of the

personality and the emotional and intellectual insertion into the world of adults.

On the other hand, it also analyzes the problem of intelligence (the central problem

from the pedagogy of teaching), linked to the problem of the nature of the

knowledge; since it is questioned whether these are copies of reality or

assimilations of the real to structures of transformations. According to many

educational methods of that time, and perhaps current ones as well, intelligence

obeys the laws of the learning model, which describes the

knowledge as a construction of chains of associations that

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they provide a 'fundamental copy', based on the consolidation of repetitions

which have been motivated by the organism's initial responses to stimuli

externals. But Piaget refutes this conception as he establishes that the

knowledge derives from action "(...) as the assimilation of the real to the

necessary and general coordinations of the action"2. Furthermore, it concludes that, the

intelligence at all levels is an assimilation of what is given to structures of

transformations, and that these structures consist of organizing the real, in action or

in thought, rather than simply copying it.

Then, the contribution of psychogenetic theory based on the conceptions of

intelligence and, linked to it, knowledge, produces an essential change of

perspective of the pedagogy of teaching in the 20th century. Because, being the

The object of this psychologist's research, the child, begins to acquire a value.

social that surpasses the given to the adult. Consequently, it is recognized that the

Piaget's contributions have been adopted by primary education; having to

Also accounts for this new methodology of child learning according to the form

named in which it captures and incorporates knowledge. It is worth noting that if

well, the contribution that Piaget made about the child was mainly adopted by

pedagogy, its proposals were not especially or primarily

addressed to it, considering that he was not an educator, being his

completely selfless intention regarding it.

SIGNIFICANT CONTRIBUTIONS OF PIAGET TO 20TH CENTURY PEDAGOGY

XX

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From the psychogenetic theory, Piaget made contributions taken from pedagogy.

that specifically influenced the educational field. The research that

was carried out, they were primarily applied to primary education.

He undoubtedly maintained that the concepts included in learning must be based on

the presence of a certain idea in the student's mind and in the mechanism of

child's thinking. As Piaget says: 'We have always thought that the

materials that we have been able to collect with the help of numerous

collaborators, as well as the interpretations to which these facts have led us

driven, could lead to a pedagogical use and in particular

Didactics. But it does not correspond to the psychologists themselves, when they are nothing else.

that psychologists deduce such consequences from their work, since, although they

They know the child, they lack the experience of school.

For pedagogy, this meant, on one hand, the latent need to recognize

the existence of an evolution, "(...) in the sense that all intellectual food does not

it is good for any age as well (...)"4, this must be contextualized starting from

of the interests and needs of each stage. It also meant that the means in

The environment in which the child is found can play a decisive role in development.

of the spirit, as the unfolding of the various periods does not remain

determined in relation to ages or mental contents; that

appropriate methods can increase student performance and accelerate the

spiritual growth without undermining its consolidation.

Although Piaget did not consider his experience as a psychologist to be

sufficient to intervene in the child's education, postulates that the position of the

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educators are always facing the great problem of "no understanding"

of the modes of explanation of the adult by the students, while the

They cannot even imagine the child's ways of explanation.

SIGNIFICANT CONTRIBUTIONS OF THE PEDAGOGUE HANS AEBLI FROM THE

GENETIC PSYCHOLOGY

As a starting point, Aebli takes Piaget's psychogenetic theory, applying it.

in pedagogy. According to Aebli, the objective of the didactics is to provoke in situations

concrete school processes, in a conscious and systematic way,

intellectual formation that genetic psychology studies alongside activity

spontaneity of the child. Thanks to the discoveries developed by Piaget, it

they opened new educational paths for the student, who was under the direction of a

master-psychologist, forms notions, starts with complex representations and

in the operations forming systems of set.

The application of Piaget's psychology to teaching arises from his

fundamental thesis on thought, where it states that: "(...) it is not a

set of static terms, a collection of consciousness contents,

images, etc., but a set of living and acting operations. Thinking is

to act, it is about assimilating the data from the experience by subjecting them to the

schemes of intellectual activity or building new operations through

an apparently abstract reflection (...), operating internally on objects

imagined.

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 GLOSSARY.

Schemes:Structureintellectuals that manifest in the form of series

behavioral recurrent

2. Intellectual Accommodation: Changes in intellectual structures that allow

allow handling new information or new events.

3. Social Accommodation: Realizing that others differ from oneself and the

way to face such differences.

4. Adaptation:Changeoforganizationintellectual through the processes

complementary of accommodation and assimilation.

5. Assimilation: Incorporation of new information into structures

intellectuals.

6. Egocentrism: The inability to distinguish the self from the experience and that

it manifests through various stages of intellectual functioning.

7. Observational Learning: Learning by observing others; they influence

cognitive factors, vicarious reinforcement, age, gender, power and

Be careful to put the model.

8. Reversibility: It is the ability to execute an action or transformation and

then backtrack on it in the opposite direction.

9. Socialization: The process by which individuals learnthe

values, such as the beliefs and behavioral patterns of their social group.

10. Vicarious Reinforcement: Seeing that someone is rewarded or punished for something

behavior can result in one leaning, more or less, towards

to execute the behavior that has been the subject of reward or punishment.

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11. Conditioning: The establishment of learned associations between a

stimulus and a response.

12.Cognitive: Study of internal processes.

13. Intellect: Understanding, reason as the faculty with whichthe manthink and

understand.

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 CONCLUSIONS

In the preparation of this research work, it has been possible to reach

to know aspects of great interest about the theories of Jean Piaget.

as future educators, the topic is of great help as it allowed us to

to understand how the cognitive development of human beings works, in their

various stages of learning.

Aspects such as the basic concepts of the theories were discussed

Piaget, fundamental for achieving knowledge and understanding for the

application of their theories.

In relation to Piaget's cognitive theory, it was explained simply and

exemplified what the division of cognitive development is, what the types are

knowledge that develops in children and how it can be achieved

optimal cognitive development. All cognitive theory is explained with the

applicability of the basic concepts of the theory, through simple examples

one can practically understand what the possible applicability of the

same.

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 BIBLIOGRAPHY

Avanzini Guy, The Pedagogy of the 20th Century, Ediciones Narcea S.A., Madrid.

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