Analyzing Piaget’s Stages of Cognitive Development, the article argued that the concept tackles the level of learning and acquisition of information among individuals. Here, it tackles different means in handling information according to specific age levels and furthers better means of utilizing data and analysis. Here, the specific levels include (1) sensorimotor, (2) pre-operational stage, (3) concrete operational stage and (4) formal operational stage (Wood, Smith and Grossniklaus, 2010). All these provide the necessary means in helping understand the level of cognitive abilities and responses by individuals in each stage.
Given these, each level corresponds to specific expectations among individuals. For example, the concrete operational stage handles adolescents and elementary by using specific symbolisms and values and ideas concerning thinking and application of ideas (Wood, Smith and Grossniklaus, 2010). Such idea remains to be the same as the other stages correspond to their target age group with specific expectations from formal operations towards new directions in infusing better means of exercising schemes and approaches related to assimilation.
Due to this, as the individual undergoes growth and development, it also creates new opportunities to expand and harness new skills in relation to its adherence to the environment. The acquisition of new schemes then corresponds to responding to complexity brought about by each stage from sensorimotor towards the formal operational stage (Wood, Smith and Grossniklaus, 2010). On the other hand however, it becomes a challenge because the process of understanding how knowledge is facilitated becomes relatively complex and difficult to comprehend.
This then becomes an essential component that relatively shapes limited capacity in responding towards the utilization of simple exercises and programs that relatively showcase the same goals and objectives (Wood, Smith and Grossniklaus, 2010). Reference Wood, K. C. , Smith, H. and Grossniklaus, D. (2010) Piaget’s Stages of Cognitive Development. Department of Educational Psychology and Instructional Technology, University of Georgia. pp. 47-50.