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Jean Piaget's Theory of Cognitive Development

Jean Piaget, most widely known for his work in developmental psychology, was created in Neuchtel, Switzerland, on August 9, 1896. As a kid, Piaget found his expectant mother neurotic which led him to an interest in mindset. As the oldest child, Piaget was very independent and at the age of ten he shared his first technological paper on the albino sparrow allegedly to convince the librarian he had not been a "child". In Piaget's adolescence his mother urged him to study religion which he found to be childish. Instead, he made a decision to devote his period to sensing the "biological reason of knowledge"through the analysis of beliefs and the application of reasoning. This failed Piaget in his quest for answers, and he flipped his concentrate to mindset. In 1918, Piaget graduated along with his Doctorate in Knowledge from the College or university of Neuchtel. While educating at the Sorbonne in Paris, he found Alfred Binet and began working with him analyzing children's intelligence testing. Piaget had not been concerned with the right or wrong answers of the kid, but was instead fascinated that one errors took place at predictable age ranges and began centering how children reasoned. In 1923, he married Valentine Chtenay and possessed three children with her. Piaget's children immediately became the concentration of extreme observation and research and resulted in three more literature (http://www. nndb. com/people/359/000094077/, 2010).

Jean Piaget designed a model explaining how humans make sense of the world around them through collecting and arranging information from encounters with people, objects, and ideas. This is called the Theory of Cognitive Development. Piaget discovered four factors; maturation, action on your environment, learning from others or social transmission, and searching for an equilibrium or equilibrium that impact just how thinking and knowledge are developed. He also theorized that all species inherit the tendencies to arrange thoughts and behaviors while adapting to his/her environment. Company of thoughts and actions that allow a person to mentally "think about" situations or objects are called techniques. Adaption of knowledge and pondering processes entails assimilation or including new information into existing strategies, as well as changing existing schemes to react to a new situation or accommodating. Piaget also assumed that as young people develop they pass through four levels. The first stage of cognitive development, which occurs between your ages of delivery to 2 yrs, is called the Sensorimotor level. In this stage, the kid uses his/her five senses and electric motor abilities to comprehend the entire world around them. The kid also distinguishes his/her home from objects and begins to do something intentionally towards an objective. Object permanence is also achieved at this time. The second level is called the Preoperational level and occurs between the age groups of two to seven years. On this stage, the child begins to build up the ability to form and use symbols as well as think operations through logically in a single path. Egocentrism also dominates the child's thinking and language during this time. The third stage of cognitive development is between your age range of seven to eleven years is named the Concrete-Operational level. The characteristics of this stage are the ability to resolve concrete tangible problems logically, the capability to demonstrate conservation, the mastery of grouping objects into categories predicated on characteristics, reversible thinking, and sequentially arranging objects according to weight, size and quantity. The final stage of cognitive development, called Formal Businesses, occurs from eleven years through adulthood. Within this final stage, the adolescent becomes extremely centered on studying their own attitudes and beliefs while not denying that others may have different perceptions. The power of a teenager to think hypothetically, considering all possible combinations and choices, while reasoning deductively are other characteristics of the stage as well (Woolfolk, 2008).

In Piaget's Four Periods of Cognitive Development, the Preoperational level would be the most noteworthy if you ask me since this is actually the age range I will be teaching in primary school. It is necessary to teach children in an active discovery learning environment, stimulating them to question, explore, change, and search out answers independently. This theory instructs me that as an educator, I have to also be an observer in my classroom. I have to carefully evaluate my student's current level of development, cognitive level, as well as durability and weaknesses, while tailoring a set of tasks and curriculum that is specific to each child's needs. Piaget's theory is also beneficial to me because it shows me that I will need to give attention to the learning procedure for my students, rather than the end product. This theory also informs me that intelligence grows up through assimilation and accommodation; therefore, I have to provide many opportunities for my university student to see both.

This theory can help me better understand my kindergarten students because I am knowledgeable with their skill acquisition at certain age range. It will guide my educating strategies as well as help me design lessons programs and activities based on my preoperational students ability levels, without causing frustration. Matching to Piaget, the characteristic of egocentrism is often observed in preoperational children. To overcome this, I'd provide my students with opportunities to work in organizations, to allow them to learn from one another, participate, and become effective at their own speed.

A basic understanding of Piaget's theory could enormously benefit parents, by knowing when to introduce new skills to his/her child in order to increase understanding and success. I would recommend that parents notice his/her child, to be sure that what they are teaching is appropriate because of their child's present level of learning. Avoid stressing standardized learning such as committing guidelines and facts to memory and instead choosing constructive hands-on experimentation. I'd also suggest parents to permit dynamic learning through game learning, exploring, and sketching. When giving directions with their child, I would suggest keeping things brief and simple. To help a child getting ready for school in the morning, I would recommend creating a clock with hands in his/her room. The kid does not have a sense of their time at this get older. The parent or guardian should tell the kid that whenever this hand tips to this amount, have your clothes on and become ready. I would also suggest for parents to talk to his/her child about their activities and constantly engage them with questions in what they are finding, hearing, smelling, coming in contact with, or tasting.

As a teacher with students in the preoperational stage, I must remember that my students may or might not exactly reach each of Piaget's stages at the predetermined age group assigned since each child develops individually. It is vital to provide students with as many opportunities as you can to experience new things. This will help them consistently build on his/her base of vocabulary and learning. Learning at the preoperational stage, occurs by the university student constructing new schemas through knowledge learned in hands-on learning. Lesson plans will include hands-on activities, field outings, and learning video games with props or visible aids. Hands-on surroundings should be setup in your classroom with different channels to learn mathematics, science, social studies, etc. To teach math, I would use shaded chips or even pennies for counting, adding and subtracting. To teach science, I possibly could use a magnifying glass to observe how items such as pictures of snowflakes will be the same or different from one another. When taking field vacations to places such as knowledge museums or the zoo, I'd constantly ask questions about what my students are experiencing. To assess the abilities that my students are acquiring, I could use portfolios, group presentations, and presentations that would let my students describe his/her learning process to me.


NNDB: Tracking the whole world. (2010, February 9). Retrieved February 10, 2010, from http://www. nndb. com/people/359/000094077/.

Woolfolk, A. (2008) Educational psychology: Active learning model. Personal, moral, and sociable development (pp. 36-45).

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