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Piaget's Theory And Practice-Based Experience Analysis

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Human development refers to our development throughout our life from birth to death, which includes the processes of Nature and Nurture that control our development and effect our biological and physical growth as well as cognitive and social development. Aspects that change during the course of our development include our emotions, human growth, and also intellectual and personality development. In this essay, I will analyse two practice based experiences to demonstrate my understanding of how theory and practice come together in teaching students. I will do this by drawing on Piaget’s theory and key concepts of classification and adaption and Vygotsky’s theory and key concepts of scaffolding and the zone of proximal development.
Vygotsky’s …show more content…

ZDP is evident as through the help and interaction she had with her teacher she was able to solve the problem, this refers to the idea of ZDP which is the difference between what a learner can do without the help and what she can do with help. Before the student would have taken a long time to figure out the equation without the skills and strategies, however now that she is capable she will be able to solve future problems. The ZDP is closely related to the idea of scaffolding which is apparent in this example as it is used to help out the student, for example using materials which supports the child’s thinking and it helps them to figure out how to proceed through the problem. As the student understands how it is figured out the scaffolding, e.g. materials are taken away and the child is able to work it out without the help of the teacher telling her what to do, as she has now learnt the strategy to do it. These examples Reflect, highlight, suggest that teaching/the enviro/learning …show more content…

Cognitive development is about our ability to think, reason and remember as well as organising and making sense of information that includes processes such as reasoning and remembering (Duchesne, McMaugh, Bocher, Krause, 2013). Piaget believed that children learn by individual discovery as he called them mini scientists and this is one of the ways children’s cognitive development advances as they learn through experience (Duchesne et al, 2013). Piaget believed that cognitive development is cumulative; that is, understanding a new experience grows out of a previous learning experience (Duchesne et al, 2013). (Development precedes learning)
Piaget’s theory is based on his four cognitive stages which include the sensorimotor stage, preoperational stage, concrete operations stage and the formal operations stage. In his stages children’s cognitive development is discontinuous which means..... Piaget believed that the stages identified had two very important properties, first they were universal (apply to everyone) invariant (unchanging) meaning that the order in which children pass through the stages can't be varied e.g. children must progress through them in sequence starting from stage

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Even in childhood, we can see that a child in toddlerhood has different capacities of those in middle childhood. Cognitive development is one psychological form that allows us to study these differences. One approach in particular, Jean Piaget’s theory of cognitive development, is particularly useful in studying the differences between stages in childhood (Wadsworth 5). Jean Piaget is considered one of the most important researchers regarding children’s intellectual understanding and his studies are still incorporated in research and books today. Piaget’s theory of cognitive development begins with infants and toddlers between ages 0-2.

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He believes that their are three levels of knowing. The lower level of the ZPD represents tasks that the learner can do independently without any assistance (Martin, 2011). The middle level are tasks one does not fully understand but can with assistance of a more knowledgable other (Foote, Vermette and Battaglia, 2001). The upper level represents tasks that are beyond the cognitive capacity of the individual and can only be completed with assistance (Martin, 2011). The ZPD represents the difference between the learner 's ability to solve problems on his or her own and the learner 's ability to solve them with assistance (Martin, 2011).

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Piaget’s theory of cognitive development states four stages of cognitive development. During the first Sensorimotor Stage which Piaget

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Piaget believed that children go through 4 stages which children can’t miss any stage to continue to develop cognitively. Every individual child has to

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Piaget’s theory of cognitive development Piaget asserts, children are born with inherited scripts, called schema, these schema are building blocks for cognitive development. As a child grows, he acquires more of these building blocks; moreover, these building blocks become more complex as the child progresses through different stages in development (Huitt, Hummel 2003). Piaget’s 4 stages of cognitive development are as follows. First, The sensorimotor stage where an infant has rudimentary motor skills, and can eventually

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Piaget created a cognitive developmental theory which explains four broad stages. The first stage is sensorimotor. This stage describes how babies use their senses to become aware of their environment. For example, babies putting objects in their mouth is an example of how they use their senses. The next stage is preoperational which is language.

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Piaget was quite interested by how well a child could count or spell, he was interested in the fundamental concepts like the idea of number, time and quantity so on emerged. Instead of having stages for the entire life. Piaget mainly focuses on the childhood. In Piaget’s theory there are four stages; sensorimotor stage, preoperational stage, concrete operations, and formal operations. Sensorimotor stage contains from birth to two years of age, where the child begins to understand themselves and how things work.

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Vygotsky and Piaget's theories of cognitive development clearly show that both believed in the child's natural abilities that he/she is born with. Both recognize the part that inheritance and maturation play on one's body and brain. Both also believed in the effect of continuous interaction with the environment. Piaget and Vygotsky make a point that once a type of knowledge is gained, it facilitates further development.

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This relates to Vygotsky’s strategy Scaffolding, where the teacher helps the child at the start but then slowly withdraws their help, so the child learns to do it on their

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Jean Piaget, unlike most people at the time, did not believe that children’s brains were just small version of adults’ brains, but that they develop with age. As he studied children, he began to theorize that development occurs not only sequentially, but in a cumulative fashion. 6-year-olds are capable of refined motor control that toddlers are not, but they’re incapable of logical and abstract thinking utilized by adults on a daily basis. Because of this, Piaget ascertained that children develop schemas, or frameworks for organizing and interpreting information, and modify them throughout their lives. While this theory explains why development is cumulative and becomes more complex with experience, development does not always fit into such a structured path.

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This article aims to explore Piaget’s cognitive development theory and Vygotsky’s sociocultural cognitive theory. Piaget explicated people fundamentally improve their thinking in stage at distinct periods. In terms of Vygotsky’s sociocultural cognitive theory, it is inevitable to investigate the correlation between social interaction and individual cognitive development, the role of cultural tools in mental process, and the zone of proximal development(ZPD). In light of Piaget’s theory, there are four elements proposed to elaborate people gradually endeavor to interpret and interact with the world. To be precise, biological maturation, activity, social experience, and equilibration impinge on the development of thinking (Piaget,1970).

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He is the author of more than 50 books and the recipient of Erasmus (1972) and Balzan (1978) prizes. He has an over sixty years of experience in child psychology with contribution in child’s cognitive development theory. He calls his collective theories on child cognitive development a “genetic epistemology” (Biography.com, 2016). Piaget’s theory emphasizes that child’s cognitive development evolves in four distinct stages from birth to adolescence and that learning happens after development occurs. Biology dictionary defines cognitive development as “the study of childhood neurological and psychological development.

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Piaget’s four stages of Cognitive Development is a theory that maps out the stages of cognitive development that takes place from the moment of birth all the way adulthood. Each developmental stage consists of new milestone in thought, judgement, and knowledge, and each stages were created by a psychologist and a developmental biologist Jean Piaget. Piaget’s four stages takes place in different age of a child, it start with the sensorimotor stage that takes place from birth all the way through the age of two. Then you have preoperational stage and that takes place from the age of two years all the way through the of seven years old. Next is the concrete operational stage which takes place from seven year all the way through twelve years old.

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An evaluation of Jean Piaget’s Cognitive Development Theory and its implications for Caribbean classrooms. By: Christopher C.Cox Course Code & Title: EDPS 1010 The Psychology of Teaching & Learning Lecturer: Dr.J.Deanne Ford PhD. Assignment Due Date: Wednesday, October 15th, 2014 The concept of Learning as a process of Cognitive Development, has intrigued Psychologists for many years. Learning, as defined by Schacter, Gilbert & Wegner (2011) is “the acquisition of new knowledge, skills or responses from experience that result in a relatively permanent change in the state of the learner”.

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Jean Piaget is exceptionally known for his contributions to the world of studying developmental psychology, especially in children. He is most known for his four-stage theory on cognitive development, a widespread theory about the development of the human intelligence. His “stage theory” is a form of discontinuous development, which means that opposed to continuous development, it is not an ongoing progression of gradual changes throughout life; rather certain behaviors and skills occur within distinct stages of life. Piaget was curious as to how knowledge grew as we progressed throughout life. Piaget was also known for his theories on moral development in children, he has come up with a three-stage theory and has done several studies to further expand upon his research.

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