This research was based on the work of Jean Piaget and was influenced mainly by him, the aim of the research was to assess the differences in children’s cognitive development (thinking processes) at age ranges from 4-6, 7-8 and 9 and above and to find out whether they would be able to use their logic in 3 tasks originally set out by Piaget. A Lab experiment was thought best because of the ability to replicate, in this case it was a classroom in the setting (a nursery setting in Trowbridge, Wiltshire) and 12 different children of varying ages were used as opposed to the same age group or the same gender.
Introduction The topic that was chosen to base this research upon is one that is featured in the A2 psychology syllabus, and is entitled Development of thinking; this fell under the main topic of cognitive development. Throughout this research, a Swiss psychologist, Jean Piaget, known for his research in developmental psychology was used as a point of reference. He studied under C. G. Jung and Eugen Bleuler in Zi?? rich, and then in Paris at the Sorbonne. There, he worked with Alfred Binet in the administration of intelligence tests to children.
In re-evaluating the tests, Piaget became involved in the types of mistakes children of various ages were likely to make. After returning to Switzerland, Piaget began to study intensively the reasoning processes of children at various ages. Sensorimotor stage (birth – 2 years old) — The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. This is the stage where a child does not know that physical objects remain in existence even when out of sight (object permanence).
Preoperational stage (ages 2-7) — The child is not yet able to conceptualise abstractly and needs concrete physical situations. Concrete operations (ages 7-11) — As physical experience accumulates, the child starts to conceptualise, creating logical structures that explain his or her physical experiences. Abstract problem solving is also possible at this stage. For example, arithmetic equations can be solved with numbers, not just with objects. Formal operations (beginning at ages 11-15) — By this point, the child’s cognitive structures are like those of an adult and include conceptual reasoning.