ABSTRACT
The acquisition of the habits of thought appropriate to a given culture also depends on the learner's own actions. Vigotsky's argument suggests a plausible way of conceiving the process. Thinking originates in a child's concrete activity, which, thanks to verbalization through social intervention, becomes internalized. A child may be in one stage for some types of activity and another for others. Indeed, it might be helpful to think of types of behaviour or thinking rather than stages of development. The proposed stages are as follows: Sensory-Motor Intelligence (Upto about 2 Years); Pre-Operational Stage (2-4 Years); Concrete Operations (About 8-11 Years); and Formal Operations (About 11-15 Years). The progressions outlined above from primitive levels of thinking to complex inferential thinking has a bearing on the work of teachers of all ages of children. Piaget has investigated many processes that clearly impinge upon the concerns of teachers in classrooms, and it is therefore important to consider his experimental work.
