Not stages, but variability ranges: Cognitive variability bridging complexity science and 'Piaget's new theory'

This project’s goal is to create a detailed empirical and dynamical account of variability in cognitive development of children. We aim to do this with a 3-year longitudinal, multimodal data collection starting at 5 years of age. Half-yearly measurements will be complemented with daily measurements. Our ultimate aim is to build a variability corpus in which we can study variability patterns, the dynamic organisation of developmental systems, and developmental transitions, and to connect our findings to “Piaget’s new theory”. Our poster will present some of our methodology.