Jean Piaget
Jean Piaget (1896–1980)
Key Contribution / Core Idea
Developed the stages of cognitive development theory, showing that children think differently at different ages.
Background / Context
Swiss psychologist who studied children’s reasoning and problem-solving. His work in the mid-20th century revolutionised our understanding of child development.
Main Theories / Methods
Four stages of cognitive development:
Sensorimotor (0–2 years)
Preoperational (2–7 years)
Concrete operational (7–11 years)
Formal operational (12+ years)
Emphasised active learning: children construct knowledge by interacting with the world.
Relevance to Modern KS3/4 Teaching
KS3/4 students (11–16 years) are in the formal operational stage, where abstract reasoning develops — vital for algebra, probability, and scientific concepts.
Piaget’s work explains why some younger KS3 pupils may struggle with abstraction (e.g., algebra or atomic theory).
Supports the need for concrete examples and scaffolding before moving to abstract reasoning.
How His Ideas Link to Others
Vygotsky challenged his view of development as purely individual, emphasising social context.
Bruner extended Piaget’s ideas with the spiral curriculum and scaffolding.
Strengths and Appeal
Highlighted that children are not “mini adults” but develop through stages.
Shifted education towards child-centred approaches.
Criticisms and Limitations
Stages too rigid; children may progress earlier or later.
Underestimated the ability of younger children.
Lacked cultural considerations.
Legacy / Lasting Influence
Still shapes how teachers view progression and readiness.
Concepts like concrete → abstract progression remain essential in maths and science teaching.
Further Reading
Piaget, The Child’s Conception of the World (1929).
Patricia H. Miller, Theories of Developmental Psychology (overview).