Analysis Of Jean William Fritz Piaget's Stages Of Development

Jean William Fritz Piaget born on 9 August 1896 (Neuchâtel, Switzerland). He then became interested in why children gave wrong answers to questions that only needed logical thinking. He believed that the reason behind this was the differences between te thinking of adults and children. Piaget described his work as genetic epistemology (the origins of thinking). He died on 16 September 1980 at the age of 84.

Piaget 's Stages of development:

The Sensorimotor Stage is from Birth - 2 years old. During this stage, infants gain knowledge through sensory experiences and manipulating objects. They 're only aware and focused on what 's in front of them, so they 're constantly experimenting with activities such as putting it in their mouths and throwing

Kids at this point start to think logically, and they 're aware of their surroundings such as how other people think or feel. They also begin to realize that one 's thought can be kept to themselves and doesn;t have to be shared with others.

Formal operational stage, ages from adolescence through adulthood (usually 11/12 upwards). In this stage there 's an increase in their logic thinking, they can think logically about potential events or abstract ideas.

Cognitive stages:

Schemas describes both mental and physical actions involved in understanding and knowing. They are categories of knowledge that help us to understand the word. As experiences happen, this newly received information is used to modify the previously existing schema.

Assimilation is the process of taking in new information into our already existing schemas, and the process is somewhat unobjective because we tend to modify experiences and information slightly to fit in with our preexisting beliefs.

Accommodation involves changing or modifying our existing schemas, or ideas as a result of new information. New Schemas may also develop during

I asked Hamda, which one does she think has more clay and told her to think carefully before answering, it took her about three seconds before she pointed at group two clay. I asked her why she believes that, and she explained that group two had more clay because of the flattened ball looked bigger and wasn 't rolling like the other three balls. I then explained to her and tried to make her understand that all the balls are equally divided, but one is flattened. She hesitated a bit but her answer remained the same. When it was Humaid 's turn, he got excited and started poking the clay circle. I told him that I 'm about to ask him some questions and that I need him to be serious. I explained to Humaid what was in front of him and asked which group has more clay and that I needed a clear and straightforward answer. Just like Hamda, he chose group 2 because of the size of the circle. I asked Humaid if this was his final answer, and he said that he was sure. Hamda and Humaid both answered the same, but the difference is that Hamda gave me a long and different kind of explanation while Humaid gave me a clear and simple answer. Piaget 's theory helps teachers in their direction of students learning by knowing if that child is