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Lilian Abbey-Armah 07/30/2021 Compare Piaget Theory Of Cognitive Development With Kohlberg's54 Cognition refers to thinking and memory processes, and cognitive development refers to longterm changes in these processes. One of the most widely known perspectives about cognitive development is the cognitive stage theory of a Swiss psychologist named Jean Piaget. Piaget created and studied an account of how children and youth gradually become able to think logically and scientifically. In his view, learning was proceeded by the interplay of assimilation (adjusting new experiences to fit prior concepts) and accommodation (adjusting concepts to fit new experiences). The to-and-fro of these two processes leads not only to short-term learning, but also to long-term developmental change. The long-term developments are really the focus of Piaget’s cognitive theory. Key Features of Piaget cognition developed are from the thinking pattern. 1. They always happen in the same order. 2. No stage is ever skipped. 3. Each stage is a significant transformation of the stage before it. 4. Each later stage incorporated the earlier stages into itself. Piaget proposed four major stages of cognitive development, and called them (1) sensorimotor intelligence, (2) preoperational thinking, (3) concrete operational thinking, and (4) formal operational thinking. Each stage is correlated with an age period of childhood, but only approximately. For Piaget, children develop intellectually in a hierarchical manner, in four specific stages ranging from infancy to adolescents. Contrast this to Kohlberg’s five stages of moral development. Notice that for Kohlberg stages of moral development stem from socialization. That is, interactions with parents, teachers and peers lead to the individual’s understanding of what is morally right and wrong. Contrast this with Piaget’s theory of cognitive development in which intelligence develops in conjunction with biological development. Kohlberg (1963) built on the work of Piaget and was interested in finding out how our moral reasoning changes as we get older. He wanted to find out how people decide what is right and what is wrong (moral justice). Just as Piaget believed that children’s cognitive development follows specific patterns, Kohlberg argued that we learn our moral values through active thinking and reasoning, and that moral development follows a series of stages. Kohlberg's six stages are generally organized into three levels of moral reasons. Notice that like Piaget, Kohlberg saw children’s beginning understanding of morality as having to do with rules and consequences. Notice too that Kohlberg believed that children struggle, over time, with issues connected to morality such as individual rights, relationships, social order and universality. Note that Kohlberg’s theory offers more detail and a deeper understanding of human development of morality than Piaget’s. Piaget suggested that schools focus on providing

students with opportunities to develop and practice specific skills to aid in their moral development. He purported that child would learn best by situations that required cooperative decision making and problem solving with other children. Approximate Age Range Birth to 2 years infancy

1 ½-3 Years Toddler

3-6 Years Early Childhood (Preschool)

7-11 Years Middle Childhood

12-18 Years Adolescence

Piaget Theory (Cognitive development)

Kohlberg’s (Moral Development)

Sensorimotor Period- Most action is reflexive. Perception of events is centered on the body. Objects are extensions of self. Acknowledges the external environment. Developmental Phenomena: • Object permanence • Stranger anxiety Preoperational (Preconceptual)Self-centered. Asks many questions. Explores the environment. Language development rapid. Associate’s words with objects. (symbols) Developmental Phenomena: • Pretend play • Egocentrism • Language development Preoperational (Intuitive) Egocentric thinking diminishes. Includes others in environment. Enjoys repeating words, may count to 10. Words express thoughts. Developmental Phenomena: • Further Language Development Concrete Operations Solves concrete problems. Begins to understand relationships such as size. Understands right and left. Cognizant of viewpoints. Developmental Phenomena: • Conservation • Mathematical Transformation Formal Operations Uses rational thinking. Reasoning is deductive and futuristic. Developmental Phenomena: • Abstract logic • Potential for mature reasoning

No Moral Development

No Moral Development

Preconventional Morality is a matter of good or bad, based on a system of punishments. 1. Punishment and obedience orientation. 2. Instrumental relativist orientation Conventional Level Morality seen as following the rules of society. Tries to be “good.” 1. “Good boy, good girl.” 2. Law - and - order orientation.

Postconventional Morality consists of standards beyond specific group or authority figure. 1. The social contract orientation. 2. The universal ethical principle orientation.

Conclusion: there is a difference between Kohlberg and Piaget regarding the goal of moral education. Although Kohlberg mentions the spirit of the community as a very important factor for the formulation of new moral rules, the stage development which he presents does not lead to a principle of justice (representing the spirit of community) as Piaget (1932) understands it, i.e. as equality and independence, but to the high, abstract, universal and rational Kohlbergian ‘justice’....