👂 🎴 🕸️
 
During
Preoperational
Stage
''
children
experience
rapid
language
growth
''
symbol
use
''
and
imaginative
play
''
but
their
thinking
remains
egocentric
and
intuitive
''
not
logical
.
They
struggle
with
understanding
different
perspectives
''
often
assuming
others
see
''
think
''
and
feel
the
same
as
they
do
.
This
stage
also
features
the
development
of
symbolic
function
''
allowing
them
to
represent
objects
and
events
with
words
or
images
.
However
''
children
in
this
stage
lack
the
ability
to
perform
operations
''
which
are
internalized
mental
actions
that
obey
logical
rules
''
such
as
conservation
tasks
.
They
tend
to
focus
on
one
aspect
of
a
situation
''
a
phenomenon
known
as
centration
''
and
struggle
with
understanding
that
certain
properties
of
objects
remain
constant
despite
changes
in
their
form
or
appearance
.
<
div
>
In
this
stage
''
infants
and
toddlers
learn
primarily
through
sensory
experiences
and
manipulating
objects
.
Their
understanding
of
the
world
is
based
on
physical
interactions
and
experiences
.
A
key
characteristic
of
this
stage
is
the
development
of
object
permanence
''
the
understanding
that
objects
continue
to
exist
even
when
they
cannot
be
seen
''
heard
''
or
touched
.
Initially
''
infants
act
as
if
objects
removed
from
their
view
cease
to
exist
''
but
by
the
end
of
this
stage
''
they
start
to
search
for
hidden
objects
''
demonstrating
their
grasp
of
object
permanence
.
Motor
skills
also
develop
significantly
during
this
stage
.
As
infants
interact
with
their
environment
''
they
learn
to
coordinate
their
sensory
experiences
(
such
as
seeing
and
hearing
)
with
physical
''
motor
actions
.
This
stage
lays
the
foundation
for
further
cognitive
development
''
as
it
helps
children
understand
the
world
around
them
through
physical
interaction
and
sensory
exploration
.
div
>
<
div
>
In
stage
of
concrete
operations
''
children
begin
to
think
logically
about
concrete
events
.
They
gain
a
better
understanding
of
the
concept
of
conservation
—
the
idea
that
quantity
remains
the
same
despite
changes
in
shape
or
arrangement
.
This
reflects
their
growing
ability
to
decenter
''
or
consider
multiple
aspects
of
a
situation
simultaneously
.
Children
in
the
concrete
operational
stage
also
start
to
understand
reversibility
''
recognizing
that
objects
can
be
changed
and
then
returned
to
their
original
form
.
They
can
classify
items
into
different
sets
and
subsets
and
understand
their
relationship
''
an
ability
known
as
class
inclusion
.
At
this
stage
''
children
are
better
at
problem
-
solving
''
especially
for
tangible
''
real
-
life
problems
''
but
they
still
struggle
with
abstract
and
hypothetical
thinking
.
Their
reasoning
is
very
much
tied
to
concrete
''
physical
reality
''
hence
the
term
'
concrete
operations
'.
div
>
<
div
>
Stage
of
formal
operations
represents
the
culmination
of
a
child
'
s
cognitive
development
.
In
this
stage
''
adolescents
develop
the
ability
to
think
abstractly
and
reason
hypothetically
.
They
are
no
longer
limited
to
concrete
''
tangible
concepts
and
can
conceptualize
ideas
and
possibilities
that
extend
beyond
their
immediate
experience
.
This
stage
is
characterized
by
the
emergence
of
deductive
reasoning
''
where
adolescents
can
develop
hypotheses
and
systematically
test
them
.
They
start
to
think
about
theoretical
possibilities
and
can
understand
abstract
concepts
like
justice
''
love
''
and
free
will
.
Their
problem
-
solving
abilities
become
more
systematic
and
logical
''
including
the
ability
to
consider
multiple
variables
and
potential
outcomes
.
Adolescents
in
the
formal
operational
stage
also
exhibit
metacognition
–
the
ability
to
think
about
their
own
thought
processes
.
This
self
-
reflection
enables
them
to
analyze
their
reasoning
and
the
conclusions
they
reach
''
enhancing
their
ability
to
learn
and
adapt
.
div
>
„
<
em
>
Adaptation
is
a
process
of
seeking
an
equilibrium
between
the
self
and
the
environment
.
This
equilibrium
''
or
equilibriation
as
Piaget
refers
to
it
''
is
a
balance
between
the
process
of
assimilation
and
accomodation
.
em
>
“
(
The
Piaget
Primer
''
p
.
18
)<
br
/><
br
/>
„
<
em
>
Over
time
''
as
these
processes
of
assimilation
and
accommodation
repeat
and
compound
''
they
lead
to
major
shifts
in
understanding
—
ushering
children
into
a
new
developmental
stage
.
em
>
“
(
GPT4
)
„
<
em
>
Schema
(
pl
.
schemata
)
is
a
simple
mental
image
or
pattern
of
action
''
a
form
of
organizing
information
that
a
person
uses
to
interpret
the
things
she
sees
''
hears
''
smells
and
touches
.
em
>
“
(
The
Piaget
Primer
''
p
.
17
)<
br
><
br
>
In
modern
cognitive
sciences
''
we
more
often
use
the
term
mental
|
cognitive
|
internal
„
<
strong
>
representations
strong
>
“
(
C
-
representations
=
comprehension
|
understanding
representations
;
P
-
representations
=
production
|
action
representations
)
Assimilation
is
the
process
of
taking
in
new
information
and
fitting
it
into
a
preconceived
notion
about
objects
or
the
world
.<
br
/><
br
/>
Accomodation
means
adjusting
to
new
experience
or
objects
by
revising
the
old
plan
to
fit
the
new
information
.
<
em
>
„
Piaget
defined
intelligence
as
an
individual
'
s
ability
to
cope
with
the
changing
world
through
continuous
organization
and
reorganization
of
experience
.
Reasoning
is
the
essence
of
intelligence
''
and
it
is
those
reasoning
processes
which
Piaget
studied
in
order
to
<
strong
>
discover
how
we
know
strong
>.
“
(
The
Piaget
Primer
''
p
.
13
)
em
>
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