Preoperational Stage
In Piaget’s concept of cognitive development, the preoperational stage is the second phase. This phase commences at the age of two and lasts until the age of seven (Bashrin, 2015). Throughout this time, kids are reasoning symbolically but not utilizing cognitive procedures. Throughout this phase, the kid’s reasoning is pre (before) activities. This suggests that the kid is unable to utilize reasoning or to convert, integrate, or differentiate concepts. Toddlers at the preoperational phase utilize signs to symbolize phrases, thoughts, and concepts, which is why they participate in imaginary play. As they zoom about the space, a kid’s arms can transform into flying feathers, or a toddler with a stick can transform into a courageous warrior with a weapon. In the preoperational phase, kids also start to utilize speech, but they are unable to comprehend adults’ reasoning or cognitively process ideas. At this phase, children begin to develop their cognition and inventiveness. Children continue to study and explore on their own as they try on various things. They are constantly researching in order to develop their own grasp of various concepts (Lightfoot, Cole & Cole, 2018). Kids’ rational reasoning is founded on their own distinct understanding of the world around them.
There are two phases to the preoperational stage: The Symbolic Function Substage develops around the ages of 2 and 4 yrs and is distinguished by the kid’s ability to cognitively describe an item that is not there and a reliance on perceptions in difficulty resolution. The Intuitive Thought Substage, which lasts 4–7 yrs is distinguished by a more substantial reliance on intuitive reasoning instead of perception. At this period, children have a lot of inquiries as they try to comprehend the environment around them with their undeveloped logic.
Examples of preoperational child’s thinking
Pretend Play
Pretending is a common exercise for them at this stage. As a consequence, this play symbolizes alterations in their thinking or perceptions (Piaget’s preoperational stage of cognitive development | Lifespan development, 2019). The beautiful thing about this time is that kids learn while they play and explore. Nonliving creatures or objects are given responsibilities by children based on their imaginations. Pretend Play offers children the significance of speech. Furthermore, they are proactively playing with various characters or sentiments while they participate in a theatrical play. The children can come up with creative solutions to issues and understand to be tolerant. Drawing, getting dressed up, writing, and going on nature walks are just a few of their Play Activities. Teddy Bears are also popular, as they may be transformed into babies.
Egocentrism
Young children have a propensity to be unable to comprehend things from other individuals at this phase. They assume that everybody else believes, thinks, and perceives in an identical manner that they do. When it relates to circumstances, they each have their unique viewpoint. Furthermore, children are incapable of understanding when another individual’s viewpoint differs from their own. If something wrong occurs, the kids believe they are to blame. When children see their caregivers weeping, their first instinct is to offer them their beloved toy. At this phase, kids neglect to consider other scenarios or other kids’ perspectives.
Animism
It is the technique of imbuing lifeless items with life-like characteristics. They believe they have human sentiments or sensations. However, as the children get older, their thinking gets lesser animistic and increasingly factually rational. The stars are an illustration of this. Children believe that their twinkles indicate that they are joyful. Children who have reached the “Animism” Phase assume that lifeless objects have identical attributes and features as humans. When the seat slips and knocks them, they feel the seat is angry with them. They believe they have committed something bad in this regard. Toys are another instance. Children believe that their toys must remain at home since they are exhausted and require relaxation.
References
Bashrin, S. D. (2015). Piaget’s preoperational stage in children: a comparative study (Doctoral dissertation, BRAC University). http://dspace.bracu.ac.bd/xmlui/handle/10361/5035
Cynthia Lightfoot, Sheila R. Cole, & Michael Cole. (2018). The Development of Children (8th Edition). https://www.macmillanlearning.co.uk/page/detail/the-development-of-children/?k=9781319135737&loc=uk&priceCode=eu
Piaget’s preoperational stage of cognitive development | Lifespan development. (2019). Lumen Learning – Simple Book Production. https://courses.lumenlearning.com/suny-lifespandevelopment/chapter/piagets-preoperational-stage-of-cognitive-development/
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