Jean Piaget – Cognitive Development Theory

🔬 Part 1: Philosophical Foundation of Piaget’s Theory

(Constructivism & Genetic Epistemology)

1.1 Who Was Jean Piaget? (Background)

Dr. Jean Piaget (1896–1980) was a Swiss psychologist who earned his doctorate in Biology. His early work began at Alfred Binet’s intelligence test laboratory in Paris, where he observed that children of the same age group made systematic errors in answering questions. This observation sparked his lifelong interest in child psychology. Instead of focusing on the number of correct answers, Piaget concentrated on why children gave wrong answers and the pattern of their thinking. This led him to propose that children’s thinking is qualitatively different from that of adults.

1.2 Piaget’s Central Proposition

Piaget demonstrated that children do not think like adults. Children’s cognition is qualitatively different, not merely quantitatively less. The difference is not just in the amount of knowledge but in the structure and process of thinking.

1.3 Genetic Epistemology

Aspect	Explanation
Meaning	Study of the origin (genesis) of knowledge
‘Genetic’	Does NOT mean hereditary/genetic inheritance; it means ‘origin/formation’ (from Greek genesis)
Core Question	How does knowledge come into existence? Through what stages does it develop?

Piaget’s fundamental question was: “How does knowledge arise and how does it evolve?” He termed this inquiry Genetic Epistemology – the study of the development of knowledge.

⚠️ TET Special Note:

Do not confuse ‘Genetic’ with heredity. In Piaget’s theory, it refers to the origins of knowledge. This is a common trap in MCQ exams!

1.4 Piaget’s Constructivism

🔴 MOST IMPORTANT CONCEPT – Asked in 100% of TET Exams

Piaget’s entire theory rests on Constructivism, which has three fundamental pillars:

Knowledge cannot be transmitted directly – Knowledge cannot be transferred from one person to another like pouring water from one glass to another.
The child constructs knowledge himself/herself – The child is not a passive recipient but an active constructor of knowledge.
Action is the basis of knowledge – Piaget’s famous statement:

“To know an object is to act on it. To know is to modify, to transform the object.”
(Knowing an object means acting upon it; knowledge comes from interaction.)

📌 Piaget’s Quotation (often asked in TET):

“Children develop their understanding by making connections with their environment.”

🔴 MCQ Focus: This statement belongs to → Jean Piaget.
(Options may include Skinner, Guilford, Burt, etc. – Answer is Piaget.)

🧱 Part 2: Building Blocks of Cognitive Structure

(Schema & Adaptation Processes)

2.1 Schema – The Basic Unit of Cognition

Definition: Schema is an organized pattern of thought or behavior that structures knowledge. It is the fundamental cognitive structure that helps in interpreting and interacting with the environment.

📌 Piaget’s Definition:

“A cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning.”

Types of Schemas:

Type	Example
Behavioral Schema	Sucking, grasping, throwing
Symbolic Schema	The mental image of a ‘cow’ upon hearing the word
Operational Schema	Mental operations like addition, subtraction

TET Question Pattern: “What is the basic unit of cognition in Piaget’s theory?” → Schema

2.2 The Process of Adaptation

Piaget considered intelligence as a form of biological adaptation. Just as an organism adapts to its physical environment, a child adapts cognitively to the environment.

Adaptation consists of three inseparable processes:

🔄 A. Assimilation

Definition: Incorporating new information into existing schemas.

Example:

A child has developed a schema for ‘dog’ (four legs, tail, barks).
The child sees a cow for the first time: “That is a dog!” (because both have four legs and a tail).
Here, the child has assimilated the new object into the pre-existing ‘dog’ schema.

TET Trick: Assimilation = New into Old (Fitting new information into existing mental structures).

🔄 B. Accommodation

Definition: Modifying existing schemas or creating new schemas when new information does not fit.

Example (continuing the above):

Parents correct the child: “This is not a dog; it is a cow. A cow says ‘moo’, gives milk.”
The child accommodates by forming a new schema – ‘cow’.
Now the child distinguishes between dog and cow.

TET Trick: Accommodation = Change in Old or Create New.

⚖️ C. Equilibration

Definition: The process of maintaining balance between assimilation and accommodation.

Three-Step Process:

Equilibrium – The child’s existing schemas are sufficient; the child is satisfied.
Disequilibrium – New information does not fit into existing schemas; cognitive conflict arises.
Re-equilibrium – Through assimilation or accommodation, balance is restored.

📌 Piaget’s Claim:

This state of disequilibrium is the engine of development. A child learns when he/she experiences cognitive conflict.

TET Question Pattern:

“What is the balance between assimilation and accommodation called?” → Equilibration
“The cognitive conflict that leads to learning is called?” → Disequilibrium

📊 Comparative Table: The Three Components of Adaptation

Process	Meaning	Example	TET Keywords
Assimilation	Fitting new info into old schemas	Calling a tricycle a bicycle	“Fitting in”
Accommodation	Changing old schemas / creating new ones	Distinguishing bicycle & tricycle	“Changing up”
Equilibration	Balancing both; driving force of development	Constant search for balance	“Balancing act”

🧭 Part 3: Four Stages of Cognitive Development

⚠️ MOST IMPORTANT SECTION FOR TET – 70% Questions are from here.

Piaget viewed development as discontinuous – it proceeds through distinct stages, not as a smooth, continuous progression.

The Fixed Order of Four Stages:

Sensorimotor (0–2) → Preoperational (2–7) → Concrete Operational (7–11) → Formal Operational (11+)

⚠️ Sequence is Invariant – Every child passes through these stages in this exact order; only the pace may vary.

Stage 1: Sensorimotor Stage

Age: Birth to 2 Years

🎯 Core Characteristics:

Feature	Explanation
Source of Knowledge	Senses (seeing, hearing, smelling, tasting, touching) + Motor actions (grasping, shaking, throwing)
Thinking	Through actions, not symbols/language
Intelligence	Practical and action-based

🔬 Six Substages (For Advanced TET Level)

Substage	Age	Characteristic	Example
1. Reflex Activity	0–1 month	Innate reflexes (sucking, grasping, rooting)	Sucking reflex, palmar grasp
2. Primary Circular Reactions	1–4 months	Repetition of actions centered on body	Thumb sucking, hand regarding
3. Secondary Circular Reactions	4–8 months	Repetition of actions on external objects	Shaking rattle → hears sound → repeats
4. Coordination of Reactions	8–12 months	Intentional behavior, means-end differentiation	Removing pillow to get toy
5. Tertiary Circular Reactions	12–18 months	Exploration through trial & error	Dropping ball from different heights/angles
6. Mental Representation	18–24 months	Onset of symbolic thought, deferred imitation	Imitating mother’s actions hours later

🎯 TET: Extremely Important Concepts of Sensorimotor Stage

1. Object Permanence

Definition: Understanding that objects continue to exist even when out of sight.
Development: Begins at 8–12 months, fully achieved by 18–24 months.
Test: Hide a toy under a cloth; early infant loses interest, later infant removes cloth and retrieves toy.
TET Question: “In which stage does object permanence develop?” → Sensorimotor Stage

2. Deferred Imitation

Definition: Imitating an action hours or days after observing it.
Development: 18–24 months (Substage 6).
Significance: Evidence of representational memory.

3. Trial-and-Error Learning

Prominence: 12–18 months (Substage 5).
TET Question: “In which stage is trial-and-error learning prominent?” → Sensorimotor Stage

4. Goal-Directed Behavior

Beginning: 8–12 months (Substage 4).
Meaning: Distinguishing between means and ends.

Stage 2: Preoperational Stage

Age: 2 to 7 Years

🎯 Core Characteristics:

Aspect	Explanation
Thinking Level	Illogical, intuitive (based on perception rather than logic)
Language	Rapid development; use of symbols begins
Operations	Lack of ‘operations’ – mental reversibility not possible

🔬 Two Substages:

Preconceptual Substage (2–4 years):

Explosive language development.
Over-extension of concepts – all four-legged animals are ‘dog’.
Under-extension of concepts – ‘doll’ means only my specific doll.

Intuitive Substage (4–7 years):

Flood of questions: “Why? How?”
Reasoning based on intuition, not evidence.
Centration is dominant.

🚨 10 Key Characteristics of Preoperational Stage (TET Hotspots)

1. Egocentrism – ⭐ Most Important

Definition: Inability to see things from another person’s point of view; assuming that everyone sees, hears, and feels exactly as oneself does.

Piaget’s Experiment – Three Mountain Task:

Child is shown a model of three mountains.
A doll is placed on the opposite side.
Child is asked: “What does the doll see?”
Result: 4–6 year old child selects the picture that represents their own view, not the doll’s.

TET Question: “What does the Three Mountain Task measure?” → Egocentrism

Collective Monologue:

Children in a group talk but do not listen to each other.
Each speaks about their own topic; no real conversation occurs.

2. Centration

Definition: Focusing on only one aspect of a situation, ignoring others.

Example:

Glass A (wide, short) and Glass B (tall, narrow) have same amount of water.
Child says: “Glass B has more water” (because focus is only on height).

TET Definition: “Centration refers to focusing on one aspect of a situation.”

3. Lack of Conservation – ⭐

Definition: Inability to understand that certain properties (number, mass, volume) remain the same despite changes in appearance.

Types of Conservation tested in TET:

Type of Conservation	Age of Mastery	Test Method
Number	6–7 years	Two rows of objects – one spread out, one bunched
Mass	7–8 years	Two equal balls of clay – one flattened/rolled
Volume	9–10 years	Equal water in different shaped glasses
Area	9–10 years	Pieces of land arranged differently
Length	7–8 years	Sticks placed straight or shifted

TET Question: “Lack of conservation is characteristic of which stage?” → Preoperational Stage

4. Animism

Definition: Attributing life and feelings to inanimate objects.

Examples:

“The table hurt itself; it is crying.”
“The sun is going down because it is tired.”
“The clouds are crying” (for rain).

Developmental Sequence (Piaget):

4–6 years: All active objects are alive.
6–8 years: Objects that move are alive.
8–10 years: Only plants and animals are alive.

5. Artificialism

Definition: Belief that natural objects and phenomena are created by humans.

Examples:

“Who made the mountains?” → “Some worker.”
“Who dug the rivers?” → “Men.”
“Who put the stars in the sky?” → “Uncle.”

TET Question: “Thinking that natural objects are made by humans is called?” → Artificialism

6. Irreversibility

Definition: Inability to mentally reverse an action.

Example:

Child understands 2 + 3 = 5.
Does NOT understand 5 – 3 = 2.
After pouring water from a wide glass to a tall glass, child thinks water has ‘increased’; pouring back will ‘increase’ again.

7. Transductive Reasoning

Definition: Reasoning from particular to particular – neither inductive nor deductive.

Examples:

“I didn’t eat breakfast, so the school bell didn’t ring.”
“It rained, so the road is wet.” (Correct in this case)
“The road is wet, so it rained.” (May be wrong – could be a water truck)

8. Semiotic Function

Definition: The ability to use symbols, signs, or words to represent objects.

Forms of Expression:

Language – spoken words.
Symbolic play – pretending a stick is a horse.
Deferred imitation – imitating later.
Drawing – representing objects through pictures.

TET Question: “Children playing with a broom as a horse is an example of?” → Semiotic Function / Symbolic Play

9. Phenomenism / Realism

Definition: Believing that dreams, thoughts, etc., are physical entities.

Examples:

“Dreams come from under my pillow.”
“Thoughts come out of my mouth and float in the air.”

10. Moral Realism

Definition: Belief that rules are absolute, unchangeable, made by authority figures (parents/teachers) and cannot be altered.

Focus: Consequences (damage) matter more than intentions.

Child who accidentally breaks 10 cups → considered more guilty.
Child who intentionally breaks 1 cup → considered less guilty.

🎯 Preoperational Stage: TET One-Line Mnemonics

Characteristic	In One Sentence
Egocentrism	“I am, you are? You are just like me!”
Centration	“Tall = more, wide = less”
Animism	“Table is sad, sun is tired”
Artificialism	“Mountains built, rivers dug”
Irreversibility	“What happened, happened; cannot undo”
Transductive Reasoning	“Rain→wet, wet→rain”

Stage 3: Concrete Operational Stage

Age: 7 to 11 Years

🎯 Core Characteristics:

Aspect	Explanation
Thinking Level	Logical, but limited to concrete objects and actual events
Operations	Mental reversibility is now possible
Limitation	Abstract/hypothetical thinking still not developed

🚀 Abilities Developed in This Stage:

1. Conservation – ⭐ Major Achievement

Mastery: By 7–11 years, all types of conservation are achieved.

Underlying Reasoning:

Reversibility: Mentally reversing the transformation.
Compensation: Understanding that decrease in one dimension is compensated by increase in another.
Identity: Nothing added, nothing taken away, so it’s the same.

2. Classification

Definition: Ability to group objects based on common properties.

Developmental Sequence:

Single attribute classification (2–5 years): Only color OR only shape.
Multiple attribute classification (7+ years): Color AND shape simultaneously.
Hierarchical classification: Rose → Flower → Plant → Living thing.

Piaget’s Class Inclusion Task:

Wooden beads: 16 brown, 4 white.
Question: “Are there more brown beads or more wooden beads?”
Preoperational child: “More brown” (centration on brown).
Concrete operational child: “More wooden” (sees the whole class).

3. Seriation

Definition: Ability to arrange objects in a logical order (ascending/descending).

Example:

Arranging sticks from shortest to longest.
Arranging children by height.

TET Question: “Ordering sticks from shortest to longest is an example of?” → Seriation

4. Transitivity

Definition: Ability to understand relationships among elements in a series.

Example:

A > B and B > C → Therefore A > C.
Ram is taller than Shyam; Shyam is taller than Mohan; therefore Ram is taller than Mohan.

5. Reversibility – ⭐

Definition: Ability to mentally reverse an action or operation.

Two Types:

Negation: 5 + 3 = 8, then 8 – 3 = 5.
Reciprocity: Tall-thin = short-wide (same volume).

TET Question: “In which stage does reversibility develop?” → Concrete Operational Stage
(Preoperational lacks reversibility.)

6. Decentering

Definition: Ability to focus on multiple aspects of a situation simultaneously.

Opposite of Centration:

Preoperational: Only height is considered.
Concrete operational: Both height and width are considered.

📊 Concrete Operational Stage: Quick TET Reference

Ability	Preoperational	Concrete Operational
Conservation	❌ Absent	✅ Present
Reversibility	❌ Absent	✅ Present
Centration	✅ Single aspect	✅ Multiple aspects
Classification	❌ Single attribute	✅ Multi-attribute
Seriation	❌ Difficult	✅ Easy
Abstract Thinking	❌ No	❌ No

Stage 4: Formal Operational Stage

Age: 11 Years to Adulthood

🎯 Core Characteristics:

Aspect	Explanation
Thinking Level	Abstract, hypothetical, scientific
Reasoning	Deductive and hypothetico-deductive
Limitation	Not all adults reach this stage; many remain at concrete operational

🚀 Abilities Developed in This Stage:

1. Abstract Thinking

Definition: Ability to think about concepts, ideas, and situations that are not concrete or physically present.

Examples:

Justice, freedom, love, democracy.
Algebra (x + y = z).
Time, infinity.

TET Question: “Abstract thinking develops in which stage?” → Formal Operational Stage

2. Hypothetico-Deductive Reasoning – ⭐

Definition: Ability to systematically test hypotheses; to think in terms of “if-then” possibilities.

Piaget’s Pendulum Problem:

Pendulum: string length, weight, height of release, force of push.
Question: “What determines the frequency of swing?”
Preoperational: Random trial, no conclusion.
Concrete operational: Tests factors one by one but not systematically.
Formal operational: Systematically tests all combinations; deduces that only string length matters.

TET Question: “Hypothetico-deductive reasoning is a feature of which stage?” → Formal Operational Stage

3. Propositional Thinking

Definition: Ability to reason about logical statements (propositions) independent of real-world content.

Example:

If all humans are mortal.
And Socrates is human.
Then Socrates is mortal.
One can reason this without knowing who Socrates is.

4. Combinatorial Thinking

Definition: Ability to systematically explore all possible combinations of elements.

Example:

“How many flags can you make from 4 colors?”
Preoperational: 2–3 flags.
Concrete operational: Some more.
Formal operational: 4! = 24 combinations.

5. Adolescent Egocentrism

Definition: Belief that others are as preoccupied with them as they are with themselves.

Two Components:

Imaginary Audience: “Everyone is looking at me.”
Personal Fable: “It won’t happen to me”; “No one understands me.”

6. Idealism & Possibility Thinking

Definition: Ability to imagine ideal worlds and think about future possibilities.

Characteristics:

Interest in social/political movements.
Criticism of parents/teachers.
Focus on justice and equality.

📊 Comparative Summary: All Four Stages (TET Must-Know)

Feature	Sensorimotor	Preoperational	Concrete Operational	Formal Operational
Age	0–2	2–7	7–11	11+
Source of Knowledge	Senses + Actions	Symbols + Language	Logic + Concrete	Abstract thought
Object Permanence	✅ Achieved	✅ Present	✅ Present	✅ Present
Egocentrism	–	✅ Strong	⚠️ Decreasing	⚠️ Adolescent
Conservation	❌	❌	✅	✅
Reversibility	❌	❌	✅	✅
Abstract Thinking	❌	❌	❌	✅
Scientific Reasoning	❌	❌	❌	✅

💡 Part 4: Educational Implications of Piaget’s Theory

(Classroom Applications for TET)

TET exams often include application-based questions. The following points explain how Piaget’s theory can be applied in teaching-learning situations:

4.1 Development-Appropriate Education

Piaget’s Mantra:

“Learning occurs after development.”

TET Question: “According to Piaget, what is the relationship between learning and development?” → Development first, learning later.

This contrasts with Vygotsky: Vygotsky argued that learning leads development.

4.2 Active / Discovery Learning

Principle: The child is not a passive recipient but an active constructor of knowledge.

Educational Implications:

Do’s	Don’ts
✅ Let children do hands-on activities	❌ Only lecture method
✅ Allow experiments and exploration	❌ Focus only on rote memorization
✅ Let children learn from errors	❌ Punish mistakes
✅ Encourage questioning	❌ Only expect correct answers

4.3 Stage-Specific Teaching Strategies

🧸 For Preoperational Stage (2–7 years):

Instructions should be short and action-based – no lengthy lectures.
Visual aids are essential – pictures, models, real objects.
Play-way method is most effective – learning through play.
Hands-on activities – sand, water, clay, toys.
Connect lessons to their life experiences.
Frequent breaks – cannot sit still for long.

📚 For Concrete Operational Stage (7–11 years):

Use concrete materials – pebbles for counting, sticks, seeds.
Classification and seriation activities – grouping pictures, arranging by size.
Conservation experiments – water, clay, mass.
Group work – cooperative learning.

🔬 For Formal Operational Stage (11+ years):

Hypothetical questions – “What if…?”
Scientific method – hypothesis, experiment, conclusion.
Debates and discussions – ethical/social issues.
Creative writing – based on imagination.
Independent projects – self-questioning, self-answering.

4.4 Implications for Curriculum and Assessment

Piaget’s View on Assessment:

Purpose: To know the child’s current stage of thinking.
To plan instruction accordingly.
Errors are indicators of developmental stage, not failure.

Piaget on Children’s Errors:

“Children’s errors are not signs of intellectual inferiority; they are indicators of their current developmental stage.”

🆚 Part 5: Piaget vs Other Psychologists

(For Comparative Questions in TET)

5.1 Piaget vs Vygotsky

Dimension	Piaget	Vygotsky
Core Focus	Cognitive development	Socio-cultural development
Knowledge Construction	Individual (child alone)	Social (with assistance)
Role of Language	Outcome of thought	Tool for thought
Development-Learning	Development → Learning	Learning → Development
Key Concepts	Stages, Schemas, Conservation	ZPD, Scaffolding, Private Speech
Teacher’s Role	Facilitator	Collaborative guide / Mentor

TET Question: “Who proposed the concept of ZPD (Zone of Proximal Development)?” → Vygotsky

TET Question: “Scaffolding is a concept associated with?” → Vygotsky (Term coined by Bruner, but concept attributed to Vygotsky’s theory.)

5.2 Piaget vs Kohlberg

Dimension	Piaget	Kohlberg
Area of Study	Cognitive development	Moral development
Stages	4 stages	3 levels, 6 stages
Method	Clinical method, observation	Moral dilemmas (Heinz dilemma)
Foundation	Piaget’s own work	Extended Piaget’s ideas

TET Question: “Heinz dilemma is associated with?” → Kohlberg

⚠️ Part 6: Criticisms and Limitations of Piaget’s Theory

(Commonly Asked in TET)

6.1 Major Criticisms

1. Rigidity of Stages:

Piaget fixed ages for each stage.
Modern research shows children can achieve certain abilities earlier than Piaget claimed.

2. Underestimation of Children’s Abilities – ⭐ Biggest Criticism:

Piaget underestimated what children can do at various ages.
Recent studies: Object permanence appears as early as 3–4 months (partial).
Egocentrism is less pronounced in 3–4-year-olds when tasks are simplified.

3. Neglect of Cultural Factors:

Piaget claimed universality of stages.
Cross-cultural studies show variation in rate of development.
Formal operational thinking is not universal; depends on schooling and culture.

4. No Consideration of Post-Adolescent Development:

Piaget believed cognitive development stops at 11–15 years.
Modern psychologists: Development continues throughout adulthood.

5. Underemphasis on Social Interaction:

Piaget focused on individual exploration.
Underestimated the role of social interaction and collaborative learning.

6.2 Strengths of Piaget’s Theory

Comprehensive Framework: Most systematic theory of cognitive development.
Revolutionized Education: Shifted focus from rote learning to active learning.
Child-Centered Education: Emphasized child’s active role.
Universality: Basic stage sequence is largely cross-culturally valid.

📝 Part 7: Special Strategy for TET Exams

(MCQ Patterns, Tricks, and Memory Aids)

7.1 Types of Piaget Questions in TET

Type 1: Concept-Based

“What is schema?”
“Differentiate assimilation and accommodation.”
“What is equilibration?”

Type 2: Stage-Based

“In which stage does object permanence develop?”
“Lack of conservation is characteristic of which stage?”
“When does abstract thinking begin?”

Type 3: Example-Based

“Rohan says, ‘The sun is setting because it is tired.’ Which concept is this?” → Animism
“Sima pours water from one glass to another and says, ‘Now there is more water.’ Which stage does this indicate?” → Preoperational Stage

Type 4: Assertion-Reason (A-R)

Statement and Reason given; need to mark correctness.

Type 5: Comparative

“Who said that learning precedes development – Piaget or Vygotsky?”

7.2 MCQ Hacks – Quick Identification Guide

If Question Contains...	Related Concept / Stage
Sucking, grasping, senses	Sensorimotor Stage
Object continues to exist	Object Permanence (Sensorimotor)
Cannot see others’ perspective	Egocentrism (Preoperational)
Water/clay/mass experiments	Conservation (Preoperational lack / Concrete Operational mastery)
Beads, sticks, pebbles for counting	Concrete Operational Stage
If-then, hypothesis, algebra	Formal Operational Stage
New info into old schema	Assimilation
Changing old schema	Accommodation
Balance between assimilation & accommodation	Equilibration
Cognitive conflict	Disequilibrium

7.3 Real TET Questions (Recent Years – Contextual)

Q1: “In Jean Piaget’s theory, the tendency to view the world from one’s own perspective is called?”
Answer: Egocentrism

Q2: “At which stage can children reason not only about concrete objects but also engage in propositional thinking?”
Answer: Formal Operational Stage

Q3: “Who identified four distinct stages of intellectual development?”
Answer: Jean Piaget

🎯 Part 8: Conclusion – Final Summary for TET

Piaget in 10 Key Points:

Core Idea: Children do not think like adults; they actively construct knowledge.
Constructivism: Knowledge is constructed, not transmitted.
Schema: Basic unit of cognition; mental framework.
Assimilation: Fitting new information into existing schemas.
Accommodation: Modifying existing schemas or creating new ones.
Equilibration: Balancing assimilation and accommodation; driver of development.
Four Stages: Sensorimotor (0–2), Preoperational (2–7), Concrete Operational (7–11), Formal Operational (11+).
Key Milestones: Object permanence (Stage 1), Conservation & Reversibility (Stage 3), Abstract & Hypothetico-deductive reasoning (Stage 4).
Educational Implications: Active learning, discovery method, stage-appropriate teaching.
Criticisms: Underestimates children’s abilities, cultural neglect, rigid stages.

🏁 Concluding Note

This theoretical guide is fully sufficient for all Teacher Eligibility Tests – TET, CTET, STET, KVS, NVS, REET, UP-TET, and all state-level education exams. Any question related to Jean Piaget’s Cognitive Development Theory can be answered based on this comprehensive material.

Final Advice:

Memorize the names and ages of the four stages.
Remember 3 key characteristics of each stage with examples.
Understand concepts through real-life examples.
Keep ready the comparison between Piaget and Vygotsky.
Solve previous years’ question papers.

“Knowledge is constructed, not transmitted.”
— Jean Piaget

1. According to Piaget, intelligence develops primarily through:
A. Conditioning
B. Social imitation
C. Interaction with environment
D. Genetic maturation only

2. The basic unit of cognition in Piaget’s theory is called:
A. Reflex
B. Response
C. Schema
D. Concept

3. Using an existing schema to deal with new information is called:
A. Accommodation
B. Equilibration
C. Assimilation
D. Adaptation

4. Modifying an existing schema to fit new information is known as:
A. Assimilation
B. Organization
C. Equilibrium
D. Accommodation

5. The process that maintains balance between assimilation and accommodation is:
A. Adaptation
B. Organization
C. Equilibration
D. Conservation

6. Reflexive behavior is characteristic of which stage?
A. Preoperational
B. Concrete operational
C. Sensorimotor
D. Formal operational

7. Object permanence develops mainly during:
A. Preoperational stage
B. Sensorimotor stage
C. Concrete operational stage
D. Formal operational stage

8. Lack of conservation ability is shown by children in which stage?
A. Sensorimotor
B. Concrete operational
C. Preoperational
D. Formal operational

9. Inability to understand another person’s point of view is called:
A. Animism
B. Centration
C. Egocentrism
D. Artificialism

10. Centration refers to:
A. Focusing on multiple aspects
B. Logical thinking
C. Focusing on one aspect of a situation
D. Abstract reasoning

11. The Three Mountain Task was designed to test:
A. Conservation
B. Classification
C. Egocentrism
D. Reversibility

12. Logical thinking about concrete objects appears in:
A. Sensorimotor stage
B. Preoperational stage
C. Concrete operational stage
D. Formal operational stage

13. The mental ability to reverse an action is called:
A. Reversibility
B. Assimilation
C. Adaptation
D. Centration

14. The ability to group objects based on common properties develops in:
A. Sensorimotor
B. Preoperational
C. Concrete operational
D. Formal operational

15. Seriation refers to:
A. Ordering objects by size or length
B. Symbolic play
C. Abstract reasoning
D. Counting ability

16. Hypothetico-deductive reasoning is a feature of:
A. Preoperational stage
B. Concrete operational stage
C. Formal operational stage
D. Sensorimotor stage

17. Abstract thinking develops during:
A. Sensorimotor stage
B. Preoperational stage
C. Concrete operational stage
D. Formal operational stage

18. According to Piaget, learning occurs after:
A. Teaching
B. Reinforcement
C. Development
D. Conditioning

19. Piaget viewed intelligence as:
A. Fixed at birth
B. Learned through rewards
C. A biological adaptation
D. Environment-driven only

20. Which of the following is NOT a feature of the preoperational stage?
A. Animism
B. Egocentrism
C. Logical reasoning
D. Symbolic play

21. Believing that non-living objects have life is known as:
A. Animism
B. Artificialism
C. Egocentrism
D. Conservation

22. Thinking that natural objects are made by humans is called:
A. Artificialism
B. Animism
C. Centration
D. Seriation

23. The sensorimotor stage covers which age range?
A. 2–7 years
B. 7–11 years
C. 11+ years
D. Birth–2 years

24. Piaget mainly used which research method?
A. Experimental method
B. Clinical method
C. Survey method
D. Observation checklist

25. The process by which thinking becomes more organized is called:
A. Equilibration
B. Organization
C. Assimilation
D. Conservation

26. Piaget emphasized which type of learning?
A. Passive learning
B. Rote learning
C. Active learning
D. Drill learning

27. Conservation of number is tested by:
A. Changing shapes
B. Changing colors
C. Changing spacing of objects
D. Changing material

28. Children who fail conservation tasks usually belong to:
A. Formal operational stage
B. Concrete operational stage
C. Preoperational stage
D. Sensorimotor stage

29. According to Piaget, development is:
A. Continuous
B. Discontinuous
C. Random
D. Reinforcement-based

30. Trial-and-error learning is prominent in which stage?
A. Preoperational
B. Concrete operational
C. Sensorimotor
D. Formal operational

31. Deferred imitation appears in:
A. Early sensorimotor stage
B. Late sensorimotor stage
C. Preoperational stage
D. Formal operational stage

32. Which is the correct order of Piaget’s stages?
A. Sensorimotor → Preoperational → Concrete → Formal
B. Preoperational → Sensorimotor → Formal → Concrete
C. Concrete → Sensorimotor → Preoperational → Formal
D. Sensorimotor → Concrete → Preoperational → Formal

33. Errors in children’s thinking indicate:
A. Low intelligence
B. Learning failure
C. Developmental stage
D. Emotional weakness

34. Cognitive conflict leading to growth is explained by:
A. Conservation
B. Equilibration
C. Organization
D. Seriation

35. Solving algebraic problems indicates which stage?
A. Sensorimotor
B. Preoperational
C. Concrete operational
D. Formal operational

36. Piaget’s theory is also known as:
A. Behaviorist theory
B. Constructivist theory
C. Conditioning theory
D. Social learning theory

37. Which ability develops first in children?
A. Abstract reasoning
B. Object permanence
C. Hypothetical thinking
D. Conservation

38. According to Piaget, children learn best through:
A. Punishment
B. Observation only
C. Discovery learning
D. Lecture method

39. Reversibility is absent in which stage?
A. Concrete operational
B. Formal operational
C. Preoperational
D. Sensorimotor

40. A major criticism of Piaget’s theory is that it:
A. Ignores biology
B. Underestimates children’s abilities
C. Rejects stages
D. Overemphasizes reinforcement

41. Piaget focused mainly on:
A. Emotional development
B. Mental processes
C. Moral values
D. Social learning

42. Which concept operates at all stages of development?
A. Abstract thinking
B. Adaptation
C. Conservation
D. Logical reasoning

43. Cognitive development depends on:
A. Maturation and experience
B. Reinforcement only
C. Language only
D. Intelligence only

44. Ordering sticks from shortest to longest is an example of:
A. Conservation
B. Classification
C. Seriation
D. Reversibility

45. Piaget believed children do not think like:
A. Adults
B. Scientists
C. Animals
D. Machines

46. Which stage shows maximum imagination and creativity?
A. Sensorimotor
B. Preoperational
C. Concrete operational
D. Formal operational

47. According to Piaget, knowledge is:
A. Transmitted
B. Innate only
C. Constructed
D. Conditioned

48. Conservation applies to which of the following?
A. Mass, number, volume
B. Intelligence
C. Emotions
D. Reflexes

49. Piaget’s theory mainly deals with:
A. Emotional development
B. Cognitive development
C. Moral development
D. Social development

50. Teaching should be based on the child’s:
A. Curriculum load
B. Developmental level
C. Teacher’s pace
D. Examination pattern

Teacher Eligibility Test

Wednesday, 11 February 2026

Jean Piaget – Cognitive Development Theory

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