PROBLEMS

THEORY OF CHILDREN DEVELOPMENT BY JEAN PIAGET

Arranged for Fulfilling the Tasks Subjects Development of Students Experienced

by Prof. Dr. Drs. Hamzah B Uno, M.Pd.

Arranged by:

Rizky Amalia Husain (411416001)

FACULTY OF MATH AND SCIENCE

MATHEMATICS DEPARTMENT

STUDY PROGRAM OF EDUCATION MATH

OCTOBER 2017
 Foreword

All praise and gratitude we present to the presence of God Almighty, for the
blessing, grace, and inclusion so that the Making of this paper can be completed
without any obstacle and in time. This paper was written to fulfill the task of the
course of Development of Learners that diampu by Mr. Prof. Dr. Hamzah B. Uno,
M.Pd. With this paper it would be useful for students to study any change in each
stage of the child's development, especially according to Jean Pieget's theory.

Greeting many thanks the author say to Mr. Prof. Dr. Hamzah B. Uno, M.Pd
as a lecturer in the Development of Learners, as well as those who have provided
support in writing this paper.

This paper consists of three chapters. Chapter I is the introduction, the sub-
chapter consists of the background of the problem, the formulation of the problem,
the purpose of writing and the benefits of writing. Next for the second chapter of
the form of discussion, which each sub-section is to discuss the problems that exist
in the formulation of the problem. And the last is the third chapter of the cover,
whose sub-section consists of conclusions and suggestions.

The author realizes that in writing this paper is far from perfection.
Therefore, with all humility, the author opened up when there are corrections and
constructive criticisms for the perfection of this paper.

Gorontalo, October 29, 2017

Author

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 TABLE OF CONTENTS

FOREWORD ......................................................................................................... ii

TABLE OF CONTENTS ..................................................................................... iii

CHAPTER I. INTRODUCTION..........................................................................2

1.1 Baground.........................................................................................2
1.2 Foundation of Problem ..................................................................2
1.3 Purpose ............................................................................................2
1.4 Benefit..............................................................................................3

CHAPTER II. DISCUSSIONS .............................................................................4

2.1 Stages of Child Development According to Jean Piaget and

Examples .........................................................................................4
2.2 Factors Affecting the Stages of Child Development..................15

CHAPTER III. CLOSING ..................................................................................19

3.1 Conclution .....................................................................................19

3.2 Suggestion .....................................................................................19

LIBRARY .............................................................................................................20

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 CHAPTER I
INTRODUCTION

1.1 Baground
In the context of learning psychology, the notion of learning is very
diverse, the variety of understanding is influenced by the theory underlying
the formulation of own learning. Learning theory is an explanation of a
number of facts and discoveries related to learning events. Hamzah Uno
(2006: 10) states that learning is a process by which a person undertakes to
gain a whole new behavioral change, as a result of his own experience in
interaction with his environment. Simply put, cognitive ability is the ability
of children to think more complex and the ability to make reasoning and
problem solving. Thus can be understood cognitive development is one
aspect of the development of pesertadidik associated with understanding
(knowledge), that is all the psychological processes related to how the
individual pickle learn and think about the environment.
In the process of learning in school, teachers are often faced with the
dynamics associated with the development of learners. Changes and
developments that occur in these learners should receive attention from
teachers, because with this teachers can choose learning strategies that fit
the characteristics of learners involved in the learning process.
There are many theories of learning as well as its implementation in
learning, one of which is the theory proposed by Piaget. Piaget's cognitive
developmental theories affect much of the world of education, especially
cognitive education in childhood through adolescence. In his theory Piaget
argues that in general all children develop in the same order, although their
kind and level of experience are different from one another. The mental
development of children occurs gradually from one stage to the next. All the
changes that occur at each stage are necessary conditions to change or
improve the next stage of moral development.

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 Based on this problem, the author tries to study a theory of learning
which is poured in a paper with the title "The Theory of Cognitive
Development of Jean Peaget". Jean Piaget is a scientist who formulates
theories that can explain the phases of cognitive development. This theory
is built on a point of view called the point of view of structural flow
(structuralism) and the flow of konstruktive (constructivism). Piaget's
developmental theory is one of theories that explains how children adapt
and interpret objects and events that occur around the child. Piaget sees that
children play an active role in compiling their knowledge of reality. The
child is not passively receiving information. Although the process of
thinking in conception).
1.2 Foundation of Problems
Based on the above background, then the formulation of the problem in this
paper is as follows.
1. How are the stages of child development according to Jean Piaget and
their examples?
2. What factors affect the stages of development?
1.3 Purpose
The purpose to be achieved in making this paper are as follows.
1. Knowing how the stages of child development according to Jean Piaget.
2. Knowing what factors affect the stages of development.
1.4 Benefits
Benefits derived from making this paper that can as learning, can
find out how the stages of development of children according to Jean Piaget
and its examples and factors affecting the stages of development.

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 CHAPTER II
DISCUSSIONS
2.1 Stages of Child Development According to Jean Piaget and The Examples
Before discussing the stages of child development according to Jean Pieget,
the following will be explained about the main theoretical concepts according
to Jean Piaget.
According to Hamzah Uno (2006: 10) that Jean Piaget (1975), one of the
strongest cognitiveists, thinks that the learning process actually consists of three
stages: (1) assimilation, (2) accommodation, and (3) equilbration (balancing) .
The process of assimilation is the process of pooling (integrating) newly
structured cognitive information that already exists in the minds of students.
Accommodation is the adjustment of cognitive structure into new situations.
Equilibration is a continuous adjustment between assimilation and
accommodation.
According to Dwi Mariyati (Hamzah Uno Google Schoolar
http://eprints.uny.ac.id/8155/1/1%20-%2010702259018.pdf. Accessed October
28th, 2017 at 19.30) that the main theoretical concepts by jean pieget are as
following.
a. Intelligence
Intelligence is a dynamic innate trait because intelligent action will change
as the organism matures more biologically and gains experience; the internal
part of every organism because all living organisms are always looking for
conditions conducive to their survival. Piaget theory is trying to find out how
the development of intellectual ability.
b. Schemata
Scheme (Schema: plural: schemata) is a common potential that organisms
have in order to act in a certain way. Such actions are like holding, staring,
reaching, and so on. For example holding scheme is a common ability to hold
something. This holding scheme can be thought of as a cognitive structure that
makes holding action possible. While schemata is a collection of schemes.
Ruseffendi (2006: 135) states that schemata is an activity of alignment of

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physical deeds and mental acts. Schemata is an alignment between reason and
motion.
c. Assimilation and Accommodations
Assimilation is the process of responding to the environment according to
one's cognitive structure, or in other words assimilation ie matching or
adjustment between the cognitive structure and the physical environment.
Assimilation is the absorption of new information into the mind (Ruseffendi,
2006). Cognitive structures that exist at a given moment can be assimilated by
the organism. For example, if the scheme reaches out, the holding is already
available to the child, then everything that the child experiences will be
assimilated to the schemata. Furthermore, accommodation is an important
second process for generating mechanisms for intellectual development.
Ruseffendi (2006) states that accommodation is a reconstructive structure of the
mind because of new information so that the information has a place.
Any experience that a person experiences involves assimilation and
accommodation. We respond to the world based on our previous experience
(assimilation), but each experience contains different aspects from our previous
experiences. The unique aspect of this experience causes a change in the
cognitive structure (accommodation).
d. Equilibrium
According to Piaget, all organisms have an innate tendency to create a
harmonious relationship between themselves and their environment.
Equilibrium (balancing) is the innate tendency to organize experience to
achieve maximum adaptation. This equilibrium is also interpreted as a push
toward continuous balance.
e. Interiorization
Interiorization is a decrease of dependence on the physical environment and
increase the use of cognitive structures. At first the child responds directly to
the stumuli environment with reflex motion. Initial experiences involve the use
and elaboration of congenital schemata such as holding, sucking, reaching out.
The results of experience are stored in the cognitive structure. With so much

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experience, children develop cognitive structures and allow them to adapt
easily. So in the end the child is able to respond to a more complex situation
and do not berganting in the current situation. For example, they are able to
think of objects that were previously unable to think.
According to Piaget, the learning process must be tailored to the stage of
cognitive development that passes by students, in which case the piaget divides
it into four stages, ie the motor-sensory stage (when the child is 1.5 to 2 years
old), the pre-operational stage (2/3 up to 7/8 years), concrete operational phase
(7/8 to 12/14 years), and formal operational phase (14 years or more) (Hamzah
Uno, 2006: 10-11).
According to Hamzah Uno (2006: 11) that the learning process experienced
by a child at the motor sensory stage is other than that experienced by a child
who has reached the second stage (preoperational) and others experienced by
other students who have reached the higher stage concrete operational and
formal operations) in general, the higher a person's cognitive level the more
organized (and more abstract) the way he thinks. In this connection a teacher
seyogiyanya understand the stages of development of these students, and
provide learning materials in the number and types in accordance with these
stages.

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2.1.1 Sensorimotor Periods (Ages 0-2 Years)
For children at this stage, experience is acquired through the
physical (limb movements) and sensory (sensory coordination). The baby
gives a motor reaction to the stimuli he receives in the form of a reflex such
as a crying reflex, and others. This reflex then develops into more
sophisticated movements, such as walking.
According to Dwi Mariyati (Hamzah Uno Google Schoolar
http://eprints.uny.ac.id/8155/1/1%20-%2010702259018.pdf. Accessed
October 28, 2017 at 19.30) that Piaget divides the sensorimotor period by 6
subfase stages , here's the explanation:
a. Period 1: Reflex (age 0 - 1 month)
Period reflex is developing since the baby was born until about 1
month old. In this period, infant behavior is mostly reflex, spontaneous,
unintentional, and indistinguishable. For example the reflexes of babies
crying, sucking, moving hands and head, sucking nearby objects and others.
b. Period 2: Habit (age 1 - 4 months)
During this period of development, babies begin to form the first
habits. Habits are made by experimenting and repeating an action. The
reflexes that are made are assimilated by the scheme that has been owned
and become a kind of habit, especially from the reflex to produce something.
In this period, a baby begins to distinguish nearby objects. He begins to
differentiate on the kinds of things he holds. In this same period, the
coordination of the action of the infant begins to develop with the use of the
eyes and ears. Babies begin to follow moving objects with their eyes. He
also began to move the head of the sounds he heard. Sound and vision work
together. This is an important stage to grow the concept of things.
c. Period 3: Reproduction of an interesting event (age 4 - 8 months)
In this period, a baby begins to touch and manipulate any object
around it (Piaget and Inhelder 1969). Baby's behavior is increasingly
oriented to objects and events outside his own body. It shows the

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coordination between vision and feeling of the fingers (touching with the
fingers). In this period, a baby also recreates the events that interest him. It
tries to present and repeat a self-pleasing event (secondary circular
reaction). Piaget observes that when a child is confronted with a known
object, it often only shows a brief reaction and does not pay attention to it
for a long time. By Piaget, this is interpreted as a "praise" to the meaning of
the thing as if it were known.
d. Period 4: Coordination of Schemata (age 8 - 12 months)
In this period, a baby begins to distinguish between the means and
outcome of his actions. He has already begun to use the means to achieve a
result. The means used to achieve the objectives or outcomes are derived
from the coordination of the schemes he already knows. Babies begin to
have the ability to unify the previously acquired behaviors to achieve certain
goals. In this period, a baby begins to form a concept of the permanence of
an object. From the fact that a baby can search for hidden objects, it appears
that this is beginning to have a concept of space.
e. Period 5: Experiment (age 12 - 18 months)
The key element of this period is that the child begins to develop
new ways to accomplish the goal by experimenting when faced with a
problem that is not solved by the scheme, the child begins to experiment
with Trial and Error to find a way to solve the problem or in other words he
tried to develop a new scheme. In this period, the child is more concerned
with the objects around him and observes how the objects around him
behave in new situations. According to Piaget, this child's behavior becomes
intelligent when he finds the ability to solve new problems. In this period
also, the concept of the child will object began to advance and complete.
About spatial children begin to consider the organization of moving things
thoroughly when they can be seen simultaneously.

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f. Period of Refresentation (age 18 - 24 months)

This period is the last period at the sensorimotor intelligence stage. A

child has begun to discover new ways that are not only based on physical
and external trappings, but also with internal coordination in the picture.
Mentally, a child begins to describe an object and event, and can solve a
problem with the picture. The concept of the object at this stage has been
advanced, this refresentation allows the child to search and find hidden
objects. While the concept of spatial, children begin to realize the movement
of an object so it can look for it sensibly when the object was not visible
again. Characteristics of children who are at this stage is thinking through
actions (movement), observable physical growth is reflex movements until
he can walk and talk, learn to coordinate reason and movement and tend to
be intuitive egocentric, irrational and illogical.
According to Piaget, the baby is born with a number of innate reflexes
as well as the drive to explore his world. The scheme was originally formed
through the differentiation of the innate reflexes. The sensorimotor period
is the first period of four periods. Piaget argues that this stage marks the
development of spatial abilities and understanding or important perceptions
in six sub-stages:
1. Sub-stages of the reflex scheme, appearing at birth to six weeks of age
and associated primarily with reflexes.
2. Sub-stages of the phase of primary circular reaction, from the age of six
weeks to four months and is associated primarily with the appearance of
habits.
3. Sub-stages of the phase of secondary circular reaction, appearing
between the ages of four to nine months and relate primarily to the
coordination between vision and meaning.
4. Sub-stages of coordination of secondary circular reactions, appearing
from the age of nine to twelve months, as the ability to perceive objects

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 as permanent objects appears to be different when viewed from different
angles (object's permanence).
5. Sub-stages of tertiary circular reaction phase, appearing at the age of
twelve to eighteen months and relate primarily to the discovery of new
ways of achieving goals.
6. The early sub-stages of symbolic representation relate primarily to the
early stages of creativity.
2.1.2 Preoperational Periods (Ages 2-7 Years)
According to Hamzah Uno (2009: 4) that at this stage the ability of
his cognitive scheme is still limited. Learners like to imitate the behavior of
others. behaviors imitated, especially the behavior of others (especially
parents and teachers) that he has seen when the person responds to the
behavior of people, circumstances, and events encountered in the past.
Learners begin to be able to use the correct words and express short
sentences effectively.
This phase is the beginning time for children to membangaun
kemampuanya in compiling his thoughts. Therefore, the child's thinking in
this phase is not stable and not well organized. The preoplational phase can
be divided into 3 subphases, ie symbolic subphase thinking, egoisentris
thought subcase and intuitive thinking subphase.
a. Subfase Symbolic Function (Ages 2-4 years)
The child begins to understand that his understanding of the objects
around him can not only be done through sensorimotor activity, but can also
be done through a symbolic activity. This symbolic activity may take the
form of conversation through a toy telephone or pretending to be a father or
mother, and other symbolic activities. at this time, the child has the ability
to describe an object that is physically absent. For example a child can draw
a simple human. Usually in this subfase the child is drawing a human stick,
so draw only using the symbols only.
b. The Periodentric Thinking Subgroup (Ages 2-4 years)

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 Children think egoisentris is characterized by the child's inability to
understand the perspective or thinking of others. True or incorrect, for the
child in this phase, is determined by his own perspective called egoisentris.
c. Intuitive Thinking Subjase (age 4-7 years)
This period is called intuitive thinking subphase because. This stage
is the preparation stage for organizing concrete operations. At this stage the
child's thinking is based more on concrete experience than logical thinking,
so that if he sees objects that look different, he says it is different. At this
stage the child is still at the preoperative stage has not understood the
concept of conservation (conservation), the eternal length, material
conservation, breadth, etc. the characteristics of children at this stage also
have not understood and can not think of two or more aspects
simultaneously or still not maximized to the concentration (contration),
animism.
This stage is the second stage of the four stages. By observing the
sequence of games, Piaget can show that after the end of two years a new
qualitatively new kind of psychological function emerges. Thought (Pre)
Operation in Piaget's theory is a procedure of doing mental actions against
objects. The hallmark of this stage is a rare and logically inadequate mental
operation. In this stage, children learn to use and represent objects with
images and words. His thinking is still egocentric: the child is hard to see
from the perspective of others. Children can classify objects using a single
feature, such as collecting all red objects even though they are different in
shape or collecting all round objects even though they are different in color.
According to Piaget, the preoperative stages follow the sensorimotor stage
and appear between the ages of two and six. In this stage, the child develops
his language skills. They begin to represent things with words and pictures.
However, they still use intuitive reasoning instead of logical. At the
beginning of this stage, they tend to be egocentric, that is, they can not
understand their place in the world and how it relates to one another. They
have trouble understanding how they feel about people around them. But as

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maturity, the ability to understand others' perspectives gets better. The child
has a very imaginative mind at the moment and considers every non-living
thing to have feelings.

For example, the child can not give a reason for moving the train,
the child only focuses on the state of the train that is static rather than
displacement. In other words the child does not yet have the ability to think
critically about what lies behind an event.

2.1.3 Concrete Operational Period (Ages 7-11 Years)

According to Hamzah Uno (2009: 5) that at this stage learners begin

to understand aspects of the material cumulative, such as volume and
number; have the ability to understand how to combine several classes of
varying degrees. In addition, learners have been able to think systematically
about objects and events that concrete.

Generally children at this stage have understood the logical

operation with the help of concrete objects. This ability manifests in
understanding the concept of eternity, the ability to classify and harmonize,
capable of viewing an object from a different point of view objectively.
Children at this stage are mature enough to use logical thinking, but only
physical objects exist today (hence the so-called concrete operational stage).
However, without a physical object in front of them, children at this stage
still have great difficulty in completing logic tasks.

In this rank the child has mastered the aspect of conservation or

conservation is a quantity that will not change even if there is a change in
the realization or apareance if it shows four marbles with a straight susau
with marbles that are placed randomly then the child at the time
oprasionalkonkrit will say that the quantity of the marbles same. While the
child on pre-oprational mas would say that randomly arranged marbles have
more quantity.

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 2.1.4 Formal Operational Period (Age 11 Years to Adulthood)

According to Dwi Mariyati (Hamzah Uno Google Schoolar

http://eprints.uny.ac.id/8155/1/1%20-%2010702259018.pdf. Retrieved 28
October 2017 at 19.30) that the child at this stage has been able to do the
reasoning by using abstract things and using logic. The use of concrete
objects is no longer necessary. Also at this stage the individual can think
abstractly, deal with parable situations and think about possibilities. So that
when this individual is able to think logically, thinking with formal
theoretical thinking based on propositions and hypotheses, and can draw
conclusions out of what was observed then.

Reasoning takes place in its cognitive structure has been able to only
use the symbols, ideas, astronomy and generalization. He has the abilities to
perform operations that express the relationship between relationships,
understand the concept of perception.

2.2 Factor Affecting Developmental Stages

Factors that influence cognitive development, namely:
1. Genetic factors, namely genes that have been brought from birth.
2. Nutritional factors, namely the provision of nutrients to children. Provision
of nutrition to children will certainly affect the stages of its development.
Children who are given four healthy five perfect will be different
development with children who are only given foods such as sweet potatoes
and so on.
3. Physical Interaction between the individual and the outside world is a new
source of knowledge, but contact with the physical world is not sufficient to
develop knowledge unless individual intelligence can take advantage of the
experience.
4. Maturity The maturity of the nervous system is important because it allows
the child to benefit maximally from physical experience. Maturity opens up
the possibility for development whereas if it is lacking it will broadly limit

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 the achievement cognitively. Developments take place at different speeds
depending on the nature of contact with the environment and self-learning
activities.
5. Social influences Social environment including the role of language and
education, physical experience can spur or hinder the development of
cognitive structures.
6. Self-regulation process (equilibrium)
The process of self-regulation and self-correction, regulating the specific
interactions of individuals with the environment as well as physical
experience, social experience and physical development that causes
cognitive development to run in an integrated and well-structured.

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 CHAPTER III
CLOSING

3.1 Conclution
The things that can be inferred from this paper is piaget divide the
four stages of cognitive development of children, including: sensorimotor
stage (from birth to age about 2 years) where children directly deal with the
environment using their innate reflexes, preopational stage (ages around 2-
7 years) in which the child begins to construct a simple concept, concrete
operational stage (7-11 years of age) in which the child uses an action that
has been diinteriorisasikan,, formal operational stage (age about 11-15
years) where the child think the hypothetical situation in full. Factors that
affect the stages of child development are none other than genetic factors,
environmental factors and nutritional factors given to the child.
3.2 Sugesstion
As a suggestion from the author, after reading this paper let the
reader be able to give freedom of opinion to the children, exemplifies good
things so that children are accustomed to the behaviors that are exemplified
by parents and give the understanding of the ugliness and goodness of the
world they are experiencing to them not stuck to the wrong path.

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 LIBRARY
Hamzah, Uno dan Masri Kuadrat. 2009. Mengelola Kecerdasan Dalam
Pembelajaran : Sebuah Konsep Pembelajaran Berbasis Kecerdasan.
Jakarta: PT. Bumi Aksara.
Hamzah, Uno. 2012. Assessment Pembelajaran. Jakarta: PT. Bumi Aksara.
Hamzah, Uno. 2006. Orientasi Baru dalam Psikologi Pembelajaran.
Jakarta: PT. Bumi Aksara.
http://eprints.uny.ac.id/8155/1/1%20-%2010702259018.pdf. (Retrieved
October 19th 2017 at 20.30)

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