Stage Two
Preoperational Period
Ages 2-7 yrs
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• Assimilation and accommodation
• Children form concepts in their minds
• Concepts: general categories of objects
and information
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All things in the air are
birds.
Then they learn the
difference between birds
and planes.
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These
are all
apples
because
they are
red
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Basic mental operations
start replacing sensorimotor
activities as the primary way
to learn.
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Children learn mostly by language and mental images
I “eated” my apple
No, it’s “ate”
Then I “ated” my apple
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• Make-believe play is used to create and express
all kinds of mental images
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Everyone
views the
world like I
do.
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Egocentrism
• The sun follows them from place to
place and goes to bed when they do
•Problems with reversibility—can’t see
the world from other's perspectives
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Children are prone to
thinking errors
Just as a walking toddler
is prone to missteps
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I don’t want to go to
sleep! I’m not tired!
use
feeling to
solve
problems
rather
than logic
He hurt my feelings
so I hit him!
6.02-Piaget
• Begin learning multiple classification– the ability
to understand that an object may fit into more
than one category
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• Begin learning seriation—the ability to order
groups of things by size, weight, or any
common property
•For example arranging beads on a bracelet
from smallest to largest
• Preschool children cannot arrange
themselves by height
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•They think the same
amount of liquid is
more when poured
into a tall thin glass.
•To them taller means
more!
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Another
example of
conservation
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They use synergetic reasoning:
A break in logic, changing set of
criteria
Example: Mother usually makes
dinner before dad comes home
so making dinner causes dad to
come home.
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First, you put all of the
white powder in a bowl.
Then you pour milk into
it. Stir and pour in metal
cups that are hooked
together. Now hurry and
put in the oven because
we are late for school.
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Intuitive reasoning—
They guess!!
Which line has more
marbles?
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My birthday is
before Christmas
and after
Halloween
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•Children may not
be aware of what is
real and what is
make-believe
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In general we learn:
• Children learn to master
one skill before another
• Children learn in their
own ways
• And not as adults do!!
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You can tell a lot about cognitive development
by looking at a child’s drawings.
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Is that a drawing of
two caterpillars?
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Multiple Intelligences
Howard Gardner’s
Theory of Multiple Intelligences
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
People have a unique blend of intelligences.
The biggest challenge is how to use the blend
of intelligences.
6.02-Gardner
Eight Multiple Intelligences








Verbal linguistic
Logical-mathematical
Spatial
Musical rhythmic
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalist
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

Gardner claimed that the eight intelligences
rarely operate independently.
They are used at the same time and tend to
complement each other as people develop
skills or solve problems.
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

These intelligences, according to Howard
Gardner, are amoral (not doing the right
thing)
They can be put to constructive or destructive
use.
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

Eight kinds of intelligence would allow eight
ways to teach, rather than one.
This would allow children more ways to learn
and express themselves.
6.02-Gardner