According to Piaget, this stage occurs from the age of 2 to 7 years. In the preoperational stage, children use symbols to represent words, images, and ideas, which is why children in this stage engage in pretend play. Children also begin to use language in the preoperational stage, but they cannot understand adult logic or mentally manipulate information. The term Operational refers to logical manipulation of information, so children at this stage are considered pre -operational.
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The preoperational stage is the second stage in Piaget's theory of cognitive development. This stage begins around age 2, as children start to talk, and lasts until approximately age 7. During this stage, children begin to engage in symbolic play and learn to manipulate symbols. However, Piaget noted that they do not yet understand concrete logic. The preoperational stage occurs roughly between the ages 2 and 7. Language development is one of the hallmarks of this period. Piaget noted that children in this stage do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people, which he termed egocentrism.
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The preoperational stage is the second stage in Piaget's theory of cognitive development. This stage begins around age two and lasts until approximately age seven. During this period, children are thinking at a symbolic level but are not yet using cognitive operations. The child's thinking during this stage is pre before operations. This means the child cannot use logic or transform, combine or separate ideas Piaget, ,
One of the most popular theories of cognitive development was created by Jean Piaget, a Swiss psychologist who believed that cognitive growth occurred in stages. Piaget studied children through to their teens in an effort to determine how they developed logical thinking. He attempted to document the stages of cognitive development by observing the memory processes of children. Essentially, Piaget believed that humans create their own understanding of the world. In theological terms, he was a psychological constructivist , believing that learning is caused by the blend of two processes: assimilation and accommodation.