Cognitive Development

Introduction
Definition:
According to Piaget (1952), cognitive development is a progressive reorganization of mental
processes resulting from biological maturation and environmental experience, through which
an individual constructs an understanding of the world around them.

Cognitive development refers to the gradual growth and change in a person’s ability to think,
reason, remember, and solve problems. It involves how people acquire, organize, and use
knowledge as they interact with the world around them.

Cognitive development is the process of a person's thinking, reasoning, and mental abilities
growing and changing, from infancy through adulthood. It encompasses the acquisition of
knowledge, problem-solving skills, perception, memory, and language, enabling an
individual to understand and interact with their environment. This development occurs in
stages, influenced by genetics, environment, and experiences, and forms the foundation for
learning and lifelong intellectual growth. Cognitive development is a way of addressing the
way a child learns to think, reason, and use language, which are vital to the child’s
overall growth and development.

Literature Review: Cognitive Development

Introduction
Cognitive development refers to the progressive changes in an individual’s ability to think,
reason, remember, and solve problems. It is a central area of study in developmental
psychology, aiming to understand how humans acquire knowledge and adapt their thinking
across the lifespan. Piaget’s (1952) work laid the foundation for modern theories of cognitive
development, emphasizing that children actively construct knowledge through interaction
with their environment.

Theoretical Perspectives

Jean Piaget’s constructivist theory remains one of the most influential frameworks. Piaget
proposed that cognitive development occurs in four universal stages: sensorimotor,
preoperational, concrete operational, and formal operational (Piaget, 1952). Each stage

Page | 1
represents a qualitatively different way of thinking, influenced by biological maturation and
environmental interaction. Piaget highlighted processes such as assimilation,
accommodation, and equilibration as mechanisms through which children reorganize their
thinking.

Vygotsky (1978) offered a complementary perspective, emphasizing the sociocultural

context of cognitive development. Unlike Piaget, who focused on universal stages, Vygotsky
argued that cognitive growth is mediated by social interactions and guided learning within the
―zone of proximal development‖ (ZPD). This highlights the role of culture, language, and
social guidance in shaping cognitive skills.

Empirical Research

Research has consistently supported Piaget’s stages, particularly in areas such as logical
reasoning and problem-solving. For example, studies have shown that children typically
master concrete operations before progressing to formal operational thinking (Inhelder &
Piaget, 1958). Other studies have extended Piaget’s work by investigating cognitive
development in specific domains, such as memory, attention, and executive functioning.

Recent neuroscience research also confirms that cognitive abilities develop alongside brain
maturation, particularly in the prefrontal cortex, which is associated with higher-order
thinking, planning, and self-regulation (Casey, Tottenham, Liston, & Durston, 2005). This
biological perspective complements Piagetian and sociocultural theories, providing a more
comprehensive understanding of how cognition develops.

Conclusion
The literature on cognitive development indicates that it is a complex interplay of biological,
environmental, and social factors. Piaget’s constructivist framework provides a foundational
understanding, while sociocultural and neuroscience perspectives offer valuable extensions.
Collectively, these studies suggest that cognitive development is both stage-like and
influenced by context, highlighting the dynamic and multifaceted nature of human learning.

Page | 2
Theory Section

Jean Piaget: Biography

Jean Piaget (1896–1980) was a Swiss psychologist, biologist, and epistemologist who
pioneered the study of child development.

Early Life and Education

Jean Piaget was born on August 9, 1896, in Neuchâtel, Switzerland. From a young age,
Piaget showed an intense curiosity about the natural world, publishing his first scientific
paper on mollusks at the age of 10. He studied natural sciences at the University of
Neuchâtel, earning his Ph.D. in biology in 1918. His early scientific training influenced his
later approach to understanding the development of human intelligence, as he combined
careful observation with empirical research.

Work and Career

After completing his education, Piaget worked as a psychologist and researcher in several
European institutions. In 1919, he began working at the Binet Institute in Paris, where he
studied intelligence in children. This experience sparked his interest in cognitive development
and led him to observe children’s thinking processes closely.

In 1921, Piaget became a professor of psychology at the University of Geneva, where he

spent the majority of his academic career. He also collaborated with various research
institutions, including the International Bureau of Education in Geneva, and published
extensively on child development, epistemology, and education.

Major Contributions

 Piaget is best known for his theory of cognitive development, which describes how
children progress through four stages of thinking: sensorimotor, preoperational,
concrete operational, and formal operational.
 He introduced key concepts such as assimilation, accommodation, and
equilibration to explain how children actively construct knowledge.

Page | 3
  Piaget’s work has had a profound influence on educational theory, psychology, and
developmental science, emphasizing the importance of learning through discovery
and interaction with the environment.

Later Life and Legacy

Piaget continued his research and writing until his death on September 16, 1980. His work
remains foundational in psychology and education, shaping approaches to teaching, child
development research, and understanding human cognition.

Piaget’s Theory of Cognitive Development

Definition:
Jean Piaget defined cognitive development as a progressive reorganization of mental
processes resulting from biological maturation and environmental experience. He believed
children actively construct knowledge through interaction with their surroundings rather than
passively absorbing information (Piaget, 1952).

Key Principles of Piaget’s Theory

1. Constructivism – Children actively construct their own understanding of the world.

2. Schemas – Mental structures or frameworks used to organize knowledge.
3. Processes of Adaptation:

 Assimilation – Integrating new information into existing schemas.

 Accommodation – Modifying existing schemas to incorporate new
information.
 Equilibration – Balancing assimilation and accommodation to create stable
understanding.

4. Stages Are Universal – All children pass through the same stages in the same order,
though the age of progression may vary.
5. Qualitative Changes – Each stage represents a qualitatively different way of
thinking, not just more knowledge.

Page | 4
The Three Components of Piaget’s Theory of Cognitive Development

The theory formulated by Piaget is made up of three different components:

 Schemas
 The three processes of adaptation
 The four stages of cognitive development

They each help to explain children's cognitive development and the way in which they
construct their understanding of the world.

Schemas

One way to think of a schema is as a building block. They provide a structure by which we
can understand and interpret the world and the experiences we have. We can have schemas
related to objects, people, events, social situations and even ourselves.

Piaget believed that schemas are important in the process of cognitive development. As
children have an experience, they develop a schema to explain it and organise it within their
brain. The more experiences have, the more complex and numerous their schemas become.
But also, they use the new experiences to adapt and modify their existing schemas.

Because schemas are based on experiences, the schema of an infant will be vastly different
from the schema of a 10-year-old. Over time, children build connections between their
schemas, ultimately shaping how they view the world.

Examples of schema

Considering child's first experiences with going to the doctor. Many of their first visits
involved getting their immunizations. As they build their schema around a visit to the doctor,
they associate it with getting a needle. And getting needles hurts. No wonder so many kids
are afraid of going to the doctor!

Or what about giving and receiving presents? Say it's child's first birthday. They need some
help and encouragement to open the presents because they don't really know what this whole
present thing is about. Then they go to other birthday parties and start to piece it all together.

Page | 5
Their schema builds so they know that when it's a friend's birthday, they need to buy a gift to
give them.

What about all that time one spends teaching one’s child that a cow says moo? They see a
horse and start mooing because the horse fits their schema of what a cow looks like. Then
they start to organize their schema of different animals so they can differentiate between a
horse and a cow, a sheep and a dog.

The Process of Adaptation

Piaget argued that cognitive and intellectual development happens through a process of
adaptation. That is, children learn by adjusting to the world. They do this through
assimilation, accommodation and equilibration.

Assimilation

Assimilation is where a child applies an existing scheme to a new experience or object. For
example, in the case of the horse/cow confusion. The child knows that cows are furry, they
stand on four legs and they live on farms. They see a horse and it ticks all the boxes.

The child is making sense of what they are seeing by organizing it in a pre-existing category,
or schema, in their brain.

Accommodations

Where an existing schema doesn't fit the situation or experience, the child needs to take a
different approach. This is called accommodation. For example, they may see a chicken on a
farm. It's much smaller than a cow and only walks on two legs.

They need to change their schema to explain this new winged creature that's covered in
feathers. All of a sudden their animal schema is expanded.

Equilibration

Piaget believed that through assimilation, children find order in the world. When they can use
their existing schemas to organize new information, they are in equilibrium.

Page | 6
However, when the new information can't be organized into an existing schema, they find
themselves in disequilibrium. According to Piaget, this sense of disequilibrium is unpleasant
and uncomfortable because humans naturally seek order in their thinking.

Equilibration is how children move their development forward through the accommodation
of new knowledge and experiences.

For example, to ultimately progress to the next stage of their development, the child who
thought the horse was a cow will need to accommodate that information to adjust their
[Link] is essentially a balance between assimilation and accommodation.

Stages of Cognitive Development

Stage Age Range Key Characteristics Example

Sensorimotor 0–2 years Knowledge through A child realizes a toy
senses and actions; object hidden under a blanket
permanence develops still exists
Preoperational 2-7 years Symbolic thinking, A child uses a stick as a
imagination, language pretend sword
development;
egocentrism
Concrete Operational 7-11 years Logical thinking about A child realizes that the
concrete events; amount of water stays the
understands conservation same when poured into a
and reversibility different-shaped glass
Formal Operational 12 years and up Abstract, hypothetical, A teenager can solve
and systematic thinking; algebra problems or think
deductive reasoning about moral issues

Page | 7
Sensorimotor Stage

A lot happens during the first two years of a child's life. They're growing, learning,
developing and discovering every day. Piaget observed that in this period, what he calls the
sensorimotor stage, young infants use their senses (touch, sight and sound) and movements to
learn about the world.

It might seem like they want to put everything in their mouth - their hands, toys, the cats tail -
but that's because this is how they learn.

One of the key milestones in this stage is object permanence. This is a key shift in
development where infants learn that an object still exists, even if they can't see it. If you hide
a toy from an infant who understands object permanence (usually from the age of about 8
months), they will look for the toy.

Preoperational Stage

During this stage of development, children's behavior is very egocentric. That is, they have
difficulty in seeing things from other people's perspectives. They also think in very concrete
terms, although language development is a major milestone in the preoperational stage.

Logic is not a hallmark associated with preoperational children. Children build on the concept
of object permanence and abstract thinking. They may have a tendency to think that their toys
have feelings, also known as animism.

A characteristic of the preoperational stage is dramatic and imaginative play. Piaget thought
that this type of play was very beneficial to children in this stage. Through imaginative play,
preoperational children can engage in early metacognition, i.e. thinking about thinking.

Concrete operational stage

Logic enters the scene in the concrete operational stage as children start to organize their
thinking. They are less egocentric and they have an awareness of their own unique thoughts
and feelings. While children in this stage of middle childhood development do have some
degree of flexibility in their thinking, they do find abstract concepts challenging.

Page | 8
At this stage, children can understand the concept of conservation. That is, an object can
change appearance but still remain the same. This is linked to concepts of mass, weight and
volume.

There are two other characteristics of the concrete operational stage. The first is reversibility -
the ability to retell an experience out of the order it happened. The second is decentering - the
ability to consider problems or situations from different angles.

Formal operational stage

The final stage Piaget identified is characterized by abstract thinking and the ability to deal
with hypothetical concepts. Adolescents at the formal operational stage think more
scientifically and their ability to apply logical thinking is much more sophisticated than at any
other stage.

Interestingly, Piaget explained intellectual development as a qualitative change. It's not just
that a child in the formal operational stage knows more than a child in another stage. What is
different is how they think about the world around them.

As children enter secondary school and adulthood, this type of thinking allows them to
theories about the world.

Educational Implications

 Encourage discovery learning and hands-on activities.

 Present tasks appropriate to the child’s developmental stage.
 Facilitate active learning through interaction and problem-solving.
 Recognize that children think differently at different ages, so teaching strategies
should adapt accordingly.

Strengths of Piaget’s Theory

 Provides a comprehensive framework for understanding cognitive development.

 Highlights active learning and constructivism.
 Influenced education and curriculum design worldwide.

Page | 9
Key Assumptions of Cognitive Development

 Active Construction of Knowledge

 Children are active learners, not passive recipients of information.

 They construct understanding through interaction with their environment.

 Development Occurs in Stages

 Cognitive growth is qualitative, not just quantitative.

 Children move through distinct stages of thinking: sensorimotor,
preoperational, concrete operational, and formal operational.

 Universal Sequence

 All children follow the same sequence of stages in the same order.
 The timing may vary, but the order of development is consistent across
cultures.

 Schemas as Building Blocks of Knowledge

 Cognitive structures, called schemas, organize knowledge.

 Learning occurs by modifying existing schemas (assimilation and
accommodation).

 Adaptation Through Interaction

 Cognitive development results from adaptation to the environment.

 Processes of assimilation, accommodation, and equilibration help children
adjust their thinking.

 Active Exploration and Experience Are Essential

 Curiosity, problem-solving, and hands-on exploration drive cognitive growth.

 Children learn best when they engage directly with their environment.

Page | 10
  Development Is a Continuous Process

 Cognitive abilities evolve gradually, building on earlier skills.

 Learning at one stage prepares children for the next stage.

 Interaction of Biological and Environmental Factors

 Both maturation (biological growth) and experience (environmental input)

influence cognitive development.

Importance and Application of Piaget’s Theory of Cognitive Development

1. Importance of Piaget’s Theory

Piaget’s theory has had a profound impact on psychology, education, and child development.
It changed how we understand how children learn and think.

a. Foundation for Developmental Psychology

 Piaget was the first to explain how children’s thinking changes over time.
 His stage-based approach laid the groundwork for modern theories of learning and
intelligence.

b. Understanding How Children Think

 The theory helps teachers and parents realize that children think differently from
adults.
 It emphasizes that learning is a gradual, stage-wise process.

c. Influence on Education and Curriculum Design

 Education shifted from rote learning to active, discovery-based learning.

 Teachers now focus on how students learn rather than just what they learn.

d. Basis for Further Research

 Piaget’s ideas inspired other psychologists, such as Vygotsky and Bruner, to explore
the social and cultural dimensions of learning.

Page | 11
Applications of Piaget’s Theory
a. In Education

Piaget’s theory has been widely applied in educational settings around the world.

 Stage-appropriate instruction: Teachers design activities suitable for the child’s

cognitive stage. For instance, younger children learn best through sensory experiences
and manipulation of objects, while older students benefit from abstract reasoning
tasks.
 Active and discovery learning: Instead of memorization, students are encouraged to
explore and discover concepts themselves. This promotes critical thinking, curiosity,
and creativity.
 Problem-solving and experimentation: Classrooms inspired by Piaget’s theory
allow students to test hypotheses, make predictions, and reflect on outcomes.
 Collaborative learning: Group discussions and peer interactions encourage
perspective-taking and reasoning—skills essential for cognitive growth.
 Assessment through reasoning: Teachers focus on how children arrive at an answer,
not just whether the answer is correct, which provides insight into their thought
process.

b. In Parenting

Piaget’s stages help parents understand their child’s intellectual and emotional growth. By
recognizing what a child can or cannot yet understand, parents can set realistic expectations,
communicate more effectively, and provide experiences that encourage exploration.
Activities such as building blocks, puzzles, and role play help children develop reasoning and
problem-solving skills appropriate for their developmental level.

c. In Counseling and Child Psychology

Piaget’s framework is used by psychologists and counselors to assess a child’s developmental

stage. This helps in identifying delays or difficulties in learning, reasoning, or social
understanding. Therapeutic programs and interventions are often designed based on a child’s
cognitive level—for example, using play therapy for younger children in the preoperational
stage.

Page | 12
d. In Curriculum and Educational Policy

Educational policymakers have applied Piaget’s ideas to create age-appropriate curricula. His
influence can be seen in early childhood education programs worldwide that emphasize play-
based and inquiry-based learning. Subjects like mathematics and science use discovery
learning methods that encourage logical reasoning and experimentation—skills emphasized
in the concrete and formal operational stages.

Overall Significance

Piaget’s theory remains one of the cornerstones of developmental psychology and education.
It redefined learning as an active, self-driven process rather than a passive one. By
understanding the stages of cognitive growth, educators, parents, and psychologists can better
support children’s intellectual and emotional development. Even today, classrooms across the
world are designed around Piaget’s core principles: curiosity, exploration, and
developmentally appropriate learning.

Criticisms of Piaget’s Theory of Cognitive Development

While Jean Piaget’s theory has been highly influential, it has also faced several criticisms
over time. Many psychologists and educators have questioned the accuracy, universality,
and methodology of his work. The following points outline the major criticisms in detail:

1. Underestimation of Children’s Abilities

One of the most common criticisms is that Piaget underestimated the cognitive abilities of
young children. Later research showed that children can perform certain tasks and
demonstrate logical thinking earlier than Piaget suggested.

 For example, studies by Baillargeon (1987) found that infants show object
permanence as early as 3 to 4 months old, not at 8–12 months as Piaget claimed.
 Piaget’s tasks often required verbal explanations or motor skills that younger
children had not yet developed, which may have made them appear less capable.

Page | 13
2. Overemphasis on Stages

Piaget proposed four distinct and fixed stages of cognitive development. However, modern
research suggests that cognitive growth is more continuous and gradual rather than
occurring in rigid stages.

 Children’s thinking often overlaps between stages, and they can show abilities from
more than one stage at a time.
 Development varies widely among individuals, influenced by culture, experience, and
education, which Piaget’s stage model does not fully account for.

3. Lack of Consideration for Social and Cultural Factors

Piaget focused mainly on individual discovery and biological maturation, paying little
attention to the influence of social interaction and culture on learning.

 Lev Vygotsky (1978) criticized Piaget for neglecting the social context of
development. Vygotsky argued that cognitive growth is largely shaped by language,
culture, and collaboration with others (e.g., parents, teachers, peers).
 Modern constructivist theories emphasize social learning as equally important as
individual exploration.

4. Methodological Limitations

Piaget’s research was largely based on observations of his own children and small, non-
representative samples.

 His studies often lacked experimental control and standardized procedures,

making them difficult to replicate.
 Critics argue that his conclusions were sometimes subjective, as they relied on
qualitative observation rather than quantitative data.

5. Overlooked the Role of Language and Instruction

Piaget believed that children learn primarily through self-discovery, but later studies have
shown that language, teaching, and social guidance play a significant role in cognitive
development.

Page | 14
  For example, instruction can help children perform cognitive tasks earlier than Piaget
predicted.
 Vygotsky’s concept of the Zone of Proximal Development (ZPD) highlights how
children can achieve more with guidance than alone — an idea Piaget
underemphasized.

6. Cultural Bias

Piaget’s theory was developed primarily through studies of Western, middle-class children.
As a result, his stages may not apply universally across all cultures.

 In some cultures, children develop certain cognitive skills earlier or later depending
on cultural practices, schooling, and social expectations.
 This limits the cross-cultural validity of his stage model.

7. Limited Focus on Emotional and Motivational Factors

Piaget’s work focused mainly on cognitive reasoning and logical thinking, with little
attention to emotions, motivation, or social relationships that also influence learning.

 Later developmental psychologists have emphasized that emotional and social

development interact closely with cognitive growth — something Piaget largely
ignored.

8. Overemphasis on Logical Thinking

Piaget viewed the formal operational stage as the highest form of thinking, focusing on
abstract and logical reasoning. However, critics argue that not all individuals reach or need
this level of reasoning in all cultures or contexts.

 Many adults continue to rely on practical or intuitive thinking rather than purely
abstract logic.

Page | 15
Aspect Criticism
Children’s abilities Underestimated; tasks too difficult
Stages Too rigid; development is continuous
Social & cultural influence Ignored or minimized
Research methods Small samples; subjective observations
Role of language Underemphasized
Cultural bias Based on Western children
Emotion & motivation Not considered
Logical thinking Overvalued formal reasoning

Relationship Between Career Development and Cognitive Development

Introduction

Career development and cognitive development are closely related psychological processes
that influence how individuals explore, choose, and adapt to their careers throughout life.
Cognitive development refers to the growth of mental abilities—such as thinking, reasoning,
problem-solving, and decision-making—while career development involves understanding
one’s interests, abilities, values, and making informed occupational choices. The two are
interdependent, as an individual’s cognitive maturity shapes how they perceive and plan their
career path.

1. Cognitive Development as a Foundation for Career Development

Cognitive development provides the mental framework necessary for making career-
related decisions. As people mature cognitively, they gain the ability to think abstractly,
evaluate alternatives, and anticipate long-term consequences—all essential for career
planning.

 According to Piaget’s theory, individuals in the formal operational stage (around

age 12 and above) develop the capacity for abstract and hypothetical thinking.
 This enables adolescents and young adults to imagine future possibilities, consider
different occupations, compare options, and make realistic career choices.

Page | 16
  For example, a teenager who reaches formal operational thinking can plan for higher
education, understand the steps needed to reach a professional goal, and assess
personal strengths and weaknesses.

2. Influence of Cognitive Skills on Career Decision-Making

Career development requires a range of cognitive abilities:

 Problem-solving and reasoning: Help individuals evaluate career options and

overcome challenges in education or employment.
 Critical thinking: Supports analyzing labor market trends, job roles, and personal
competencies.
 Self-reflection: Enables individuals to assess their own abilities, values, and
motivations—important for choosing fulfilling careers.
 Goal-setting and planning: Cognitive growth enhances the ability to set realistic and
achievable career goals.

As cognitive development advances, individuals move from simple, present-focused

thinking to complex, future-oriented reasoning, allowing them to plan strategically for
their career paths.

3. The Role of Experience and Learning

Both career and cognitive development are shaped by experience and environmental
interaction.

 Education, social exposure, and work experiences stimulate higher-order thinking and
problem-solving abilities.
 Similarly, engaging in challenging tasks or training programs enhances both cognitive
flexibility and career readiness.
 For example, internship experiences allow individuals to apply classroom knowledge
in real-world settings, fostering both professional and cognitive growth.

4. Lifespan Perspective

Career development is a lifelong process, and so is cognitive development.

Page | 17
  Theories such as Super’s Life-Span, Life-Space Theory suggest that career growth
continues through stages (growth, exploration, establishment, maintenance, and
disengagement), each requiring different cognitive and emotional skills.
 As people age, their cognitive maturity helps them adapt to changes in the job market,
learn new technologies, and make career transitions effectively.

This shows that continuous cognitive development supports adaptability and lifelong
learning—key components of successful career development.

5. Interdependence and Mutual Reinforcement

The relationship between cognitive and career development is bidirectional:

 Cognitive growth enables individuals to make better career decisions.

 Conversely, career experiences, education, and problem-solving in the workplace
further enhance cognitive skills such as critical thinking, creativity, and adaptability.
Thus, engaging in professional activities can stimulate continued intellectual
development, creating a cycle of mutual growth.

Summary

Cognitive development and career development are deeply interconnected processes.

Cognitive maturity influences how individuals understand themselves, explore career options,
and make informed, realistic decisions. Likewise, career experiences contribute to the
enhancement of cognitive abilities through learning and problem-solving. Together, they
shape an individual’s personal and professional growth, preparing them to adapt to changing
circumstances and lifelong learning opportunities.

Conclusion

Although Piaget’s theory revolutionized our understanding of child development, it is not

without flaws. Later theorists such as Vygotsky, Bruner, and modern cognitive
psychologists have built upon and refined his ideas, integrating the social, cultural, and
emotional dimensions of learning. Despite its limitations, Piaget’s work remains a
cornerstone of developmental psychology, offering a valuable foundation for understanding
how children learn and think.

Page | 18
References

 Casey, B. J., Tottenham, N., Liston, C., & Durston, S. (2005). Imaging the developing
brain: What have we learned about cognitive development? Trends in Cognitive
Sciences, 9(3), 104–110.
 Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to
adolescence: An essay on the construction of formal operational structures. Basic
Books.
 Piaget, J. (1952). The origins of intelligence in children. International Universities
Press.
 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.
 Lourenço, O., & Machado, A. (1996). In defense of Piaget’s theory: A reply to 10
common criticisms. Psychological Review, 103(1), 143–164.
 Papalia, D. E., & Olds, S. W. (1992). Human development (6th ed.). McGraw-Hill.
 Woolfolk, A. (2016). Educational psychology (13th ed.). Pearson.
 Berk, L. E. (2018). Development through the lifespan (7th ed.). Pearson.

Page | 19
Table of Contents
Introduction ......................................................................................................................................... 1

Literature Review: Cognitive Development ....................................................................................... 1

Theory Section .................................................................................................................................... 3

Piaget’s Theory of Cognitive Development ........................................................................................ 4

The Three Components of Piaget’s Theory of Cognitive Development ............................................. 5

Stages of Cognitive Development....................................................................................................... 7

Educational Implications .................................................................................................................... 9

Strengths of Piaget’s Theory ............................................................................................................... 9

Key Assumptions of Cognitive Development .................................................................................. 10

Importance and Application of Piaget’s Theory of Cognitive Development.................................... 11

Applications of Piaget’s Theory ....................................................................................................... 12

Overall Significance.......................................................................................................................... 13

Criticisms of Piaget’s Theory of Cognitive Development ................................................................ 13

Relationship Between Career Development and Cognitive Development ....................................... 16

Conclusion ........................................................................................................................................ 18

Page | 20