Hi, I’m Sarah Ajayi
a Child Support Advocate. Seasoned Educator. Inclusive Educator.

Jean Piaget’s Theory of Cognitive Development: Insights, Reflections, and Practical Applications in Education and Culture

1. Overview.

Jean Piaget’s theory of cognitive development explains how children construct and focus on a child’s mental (biological) development. His theory runs basically on four stages of cognitive growth.

1. Sensorimotor Stage (Birth to 2 years). At this stage, the child learns the world through its senses and actions. The child realizes that other people are different from them. At about eight months, the child will understand the presence of a toy and will search for it when it disappears.
2. Preoperational stage (2 to 7 years). The child does not use operations (a set of logical rules), so thinking is influenced by how things look or appear to them rather than rational reasoning. Their thinking is egocentric. The child believes inanimate objects have intentions or feelings.
3. Concrete Operational Stage (7 to 11 years). At the beginning of this stage, the child uses a set of logical rules, thinking logically about concrete events. See that people see the world from different perspectives. Children still have difficulties with abstract thinking. Understand the concept of conservation as things may change in appearance and retain their property.
4. Formal operational Stage (12 to Adulthood). As adolescents enter this stage, they gain the ability to think independently, the ability to combine and classify items more concretely, and the capacity for higher reasoning.
5. Personal Reflection.

As I grew older, I began to think more logically in other words, things that never made meaning began to make sense. I began to think about cause and its effects the rationale behind my decision if driven by rules and fairness or influenced by emotion or personal desire.

• Cultural Application.  Cultural applications of cognitive development are vital to my understanding of how different environments, values, and social practices change our world. The night was the important time of the day. Having converged as a family, Dad told us stories. In the end, each one of us tells the moral lessons learnt. As I grew older, I realized that these acts foster family bonding, establish positive relationships among siblings, and make our home homely.  
• Personal Application.

According to the Concrete Operational Stage 7-11 years, I will engage the students in hands-on learning. This focus is on concrete problem-solving and hands-on activities. Introduce scientific experiments and real-life math problems that involve tangible experiences. Logical reasoning: at this stage, the students can think logically about concrete objects. I encourage them to solve problems by classifying and ordering things by size. I will also encourage group work. Collaborative group activities can also help students learn to consider other perspectives and work through logic-based challenges, fostering social development.

• Instructional Application. As I have been taught and learned, I now understand how

important the theory is in the classroom. I will put these into practice during teaching and learning. Teachers ensure adequate interaction from teacher to student.Teachers should foster strong and positive relationships. Teachers should consider the uniqueness of each background, culture, and learning style interest when designing the lesson. There should also be a strong connection between the home and the school. Teachers should be mindful of some external factors such as divorce, death of a parent, loss of job, sickness etc. Teachers can also facilitate lessons that promote culture and diversity.

The D-Framework: A Holistic Approach to Inclusive Education and Lifelong Learning

Introduction

In my opinion, Education is the foundation for personal and societal growth, demanding thoughtful strategies to cater to diverse learners’ needs. Based on my experiences in teaching and learning, I designed the “D-Framework” to guide educators in fostering an inclusive, creative, and engaging learning environment. It integrates key principles—Discover, Differentiate, Design, Develop, Demonstrate, and Dedicate—to address the holistic development of students, particularly in inclusive settings.

This framework emphasizes recognizing individual differences, adapting teaching methods, and deliberately designing lessons that inspire creativity and collaboration. By focusing on these elements, teachers enhance academic achievement and nurture critical life skills such as problem-solving, teamwork, and emotional resilience.

The D-Framework underscores the role of educators as facilitators of growth and champions of inclusivity. It reminds us that education is not merely about imparting knowledge but also about cultivating self-confidence, empathy, and lifelong learning in every student. Through this approach, we can build a generation of learners prepared to thrive in a dynamic and interconnected world.

 Here’s an educational framework using the letter “D” tailored to your expertise and inclusive teaching style:

D – Discover

 Encourage students to explore their strengths, interests, and abilities through active engagement in lessons. Create opportunities for self-discovery and critical thinking.

D – Differentiate

 Adopt diverse teaching strategies to accommodate the varied learning needs of your inclusive classroom. Use adaptive techniques to ensure all students can access and benefit from the curriculum.

D – Design

 Create lesson plans and activities that are creative, interactive, and aligned with learning goals. Focus on arts and crafts to foster hands-on learning and collaboration.

D – Develop

 Foster the development of essential life skills such as problem-solving, teamwork, and communication. Encourage personal and academic growth for each student.

D – Demonstrate

 Model desired behaviors, skills, and attitudes to inspire your students. Use demonstrations to clarify concepts and showcase techniques, especially in practical subjects like arts and crafts.

D – Dedicate

 Commit to building a supportive and nurturing learning environment. Dedicate time and resources to inclusive practices that ensure every student feels valued.

From Classroom to Community: Building Lifelong Learners Together

Here’s my perspective on education, shaped by my background and teaching experiences:

For me, education transcends mere knowledge sharing; it is a transformative journey that shapes minds, builds character, and fosters curiosity. Education is the foundation upon which individuals construct their identities, dreams, and futures. I believe every child deserves a supportive, stimulating environment where they feel valued and empowered to achieve their full potential.

Drawing on my extensive classroom experience and advanced studies in Early Childhood Education, I emphasize creativity, adaptability, and individualized learning. Effective education goes beyond textbooks; it incorporates hands-on experiences, critical thinking, and cultivating a sense of wonder in every learner. By prioritizing these elements, I aim to inspire students to become confident, compassionate, and curious individuals prepared to contribute meaningfully to the world.

I also view education as a partnership among educators, students, families, and communities. Together, we can cultivate a generation that values learning, embraces challenges, and pursues personal and collective growth.

My educational philosophy aligns with Littky’s (2004) The Big Picture: Education is Everyone’s Business, which highlights personalized, student-centered learning. This resonates with Manitoba’s curriculum, which emphasizes inclusivity and holistic development. Manitoba schools focus on diverse learning needs and community involvement, echoing Littky’s vision of education as a collaborative effort.

During my teaching practice, I encouraged students to contribute ideas to school development initiatives, such as Spirit Week, where student councils organized activities like costume contests and talent showcases. These events helped students develop leadership skills and gain real-world experience. In my classes, project-based learning encouraged Grade 12 students to demonstrate their knowledge through critical thinking and creative interpretation.

Crocus Plains schools, following Manitoba’s curriculum, advocate for education as a collective responsibility to nurture well-rounded, lifelong learners. My experience saw students empowered with responsibilities, such as participating in the student council, which fostered their leadership skills and independence.

Littky’s philosophy also emphasizes the importance of meaningful, hands-on projects that allow students to explore their interests, acquire diverse skills, and prepare for real-world challenges. These experiences help students grow into independent thinkers and collaborators, ready to share ideas and resources in professional and community settings.

As a first-time chemistry teacher during my teaching practice, I vividly remember collaborating with colleagues to source resources, design lab activities, and improve my teaching. This collaborative environment fostered mentorship and strengthened my professional relationships. For example, during lab sessions, my mentor teacher guided me and the students as they followed step-by-step instructions, which built their confidence and uncovered their strengths and potential beyond the classroom.

By working alongside students in various capacities, I have witnessed their growth, talents, and abilities. This approach not only inspires confidence but also nurtures their holistic development, preparing them to thrive in all aspects of life.

Reference
Littky, D., Grabelle, S. (2004). The big picture: Education is Everyone’s Business. ASCD.