Piaget argued that there are four stages to a person s worldview development. Each stage has a distinct method of thinking and a different way of comprehending the world, and it is age-related. So, in accordance with Piaget, cognitive development differs quaptatively between developmental stages.

Sensorimotor Stage

According to Piaget, the newborn attempts to comprehend itself and the environment throughout the first 24 months by acquiring sensory, perceptual, and motor abipties. They progressively discover the connection between activities in the internal and exterior worlds. Object permeance is one of the stage s significant developments. Around eight months, a newborn acquires the concept that the item (including the primary caregiver) continues to exist even when they are not physically present.

Preoperational Stage

Piaget s second stage is the preoperational stage, which lasts from roughly 2 to 7 years of age. In this stage, children start to use words, pictures, and drawings to depict the world instead of just relating sensory information to bodily activity. However, according to Piaget, preschoolers cannot still carry out what he refers to as operations. These internapzed mental acts let children perform tasks that they could previously only physically with their minds. For instance, you are doing a concrete operation if you envision joining two sticks together to check if they would be the same length as another stick without moving the sticks. Children exhibit egocentrism, or the incapacity of infants to think from the perspective of others, as well as animism, or the notion that inanimate objects possess some attributes of pving creatures. They cannot also seriate or arrange items in an order and cannot comprehend comparison phrases. Finally, they lacked an understanding of the Principle of conservation, which states that some physical quapties of a thing stay intact even if the object s outer appearance changes.

Concrete Operational Stage

The third Piagetian stage is known as the concrete operational stage, lasting from roughly 7 to 11 years of age. Children may engage in activities involving objects at this stage, and they are also capable of applying logic to specific or concrete examples. For instance, because algebraic equations are too abstract for thinking at this stage of development, concrete operational thinkers find it difficult to visuapze the techniques required to solve them. The child s capacity to reason, logical reasoning, and causapty improve throughout this development period. They have a stronger grasp of spatial ideas and conservation. They also understand the concept of reversibipty, which is the abipty to undo physical changes by reversing the original action, and categorization, which includes seriation (the abipty to arrange objects in order), transitive inference (the abipty to recognize a relationship between two objects by knowing the relationship between each of them), and class inclusion (the abipty to see the relationship between a whole and its parts).

Formal Operational Stage

Piaget s fourth and last stage is the formal operational stage, which begins between the ages of 11 and 15 and lasts through adulthood. At this point, people start to think more abstractly and logically as they go from concrete experiences. Adolescents create ideapzed scenarios as part of their transition to more abstract thought. They may consider the characteristics of the ideal parent and evaluate their parents against this benchmark. They start to consider future scenarios and get interested in what they might become. They become more methodical in their approach to problem-solving, formulating theories to explain why something is happening the way it is before testing these theories. They can construct hypotheses and think rationally about symbols, ideas, and propositions, known as hypothetico-deductive reasoning. This level completely comprehends inductive and deductive reasoning. Finally, thoughtful thinking emerges. It is the capacity to assess a method, concept, or solution from the outside to identify flaws or faults.