He began the study by taking children of different ages and placing two lines of sweets, one with the sweets in a line spread further apart, and one with the same number of sweets in a line placed more closely together. In other words, it is through the process of, and that the child constructs the principles on which action is not only effective or correct but also justified.One of Piaget's most famous studies focused purely on the discriminative abilities of children between the ages of two and a half years old, and four and a half years old. For example, it is by this route that Piaget explains this child's growing awareness of notions such as 'right', 'valid', 'necessary', 'proper', and so on. This is significant because they are now able to know things about a new animal simply on the basis of the fact that it is a bird – for example, that it will lay eggs.At the same time, by reflecting on their own actions, the child develops an increasingly sophisticated awareness of the 'rules' that govern in various ways. Thus, once a young child can consistently and accurately recognize different kinds of animals, he or she then acquires the ability to organize the different kinds into higher groupings such as 'birds', 'fish', and so on. For example, by showing how children progressively enrich their understanding of things by acting on and reflecting on the effects of their own previous knowledge, they are able to organize their knowledge in increasingly complex structures. Each new stage emerges only because the child can take for granted the achievements of its predecessors, and yet there are still more sophisticated forms of knowledge and action that are capable of being developed.Because it covers both how we gain knowledge about objects and our reflections on our own actions, Piaget's model of development explains a number of features of human knowledge that had never previously been accounted for. These levels of one concept of cognitive development are not realized all at once, giving us a gradual realization of the world around us.It is because this process takes this form, in which each new stage is created through the further differentiation, integration, and synthesis of new structures out of the old, that the sequence of cognitive stages are logically necessary rather than simply empirically correct.
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