In order to explain intelligence and cognitive development in childhood, it is necessary to know Piaget’s theory. (Dr. Piaget is the Swiss scientist who used and defined the concept of intelligence for the first time)
The basis of this theory is the operation, that is, the process. In other words, the child knows where he started. Learning the operations is an indicator of the development of intelligence for children.
Another factor is that the child can add a learned shape or thought to what he has learned before. This is called compliance. That is, the baby perceives everything by putting it in his mouth, and repeats the same movement for all new objects. It also shows compatibility with a new item. For example, a two-year-old child takes a magnet – according to the old scheme – first and then puts it in his mouth. But then, from the moment he discovers the function of the magnet, he applies and tries that function.
According to Piaget’s theories, the development of intelligence is examined in 4 main periods:
1.Sensory.motor development: (0-18 months)
It manifests itself with the sucking reflex in the first months. In the next month, the movements are repeated. For example, the sucking is repeated. Then the child repeats the movements that are interesting to him as a result. For example, the child flaps his legs until the bouncing toy on the side of the bed bounces off. Between the 7th and 10th months, the child tries simple solutions. For example, he throws the pillow on the floor in order to get the toy behind the pillow. At the 11th and 18th months, trial and error movements begin. In other words, it tries the same movements on different objects. While he used to throw the pillow to the ground with his fist, now he tries to throw it to the ground with his feet. In the last period, it finds new successive movements and develops primitive solutions for problems.
Object continuity develops in the sensorimotor development process. There are pictures in the first months of the child, the phage-coat does not have much continuity. In the coming months, with the development of senses, the child perceives and touches nail polish better, and defines its walls and borders. At the end of this period, even if the objects disappear from the visual field, they continue to exist for the child.
2nd pre-operational period (18 months – 7 years)
It develops in parallel with language development. Behavior takes on a symbolic character. For example, the child plays with pieces of wood as if it were a car and makes car sounds. Symbolically dealing with these objects is the most distinctive feature of this period. The child cannot classify the objects in this period.
3.Specific Processing Period (7-12 years old)
Starting from the age of 7, learning takes place within the framework of certain rules, not by random methods such as trial and error. Concepts and successive relationships develop. Based on this, the child can sort objects by weight and size. Gradually he can develop a plan and learn from it. Develops the concepts of single and plural. Its development is also a condition in terms of understanding mathematical relations. Many events are learned through learning and experience.
4.Formal processing period (from 12 years old)
It is the period of summarizing, logical thinking and application. Now the child can generate hypotheses and compare results. Mixed transactions can be resolved by queuing them.
Young people develop their problem solving abilities. They systematically produce solutions by distinguishing the question elements. As a result, they express themselves better in the future.
