“The Village Watchman,” I began thinking about Piagets’ developmental theory and how it could be applied to Alan and his niece Terry. In the reading Piaget states human 's cognitive adaptation can move at different paces, because all humans develop differently from one another. Alan has an intellectual disability due to complications during birth. This makes Alan move through the stages of development at a much slower pace. Alan’s niece Terry is the one telling the story she is reflecting on how she remembered Alan in a very descriptive colorful way. The characters interactions and experiences with the world may differ from one another, but much of the teaching in the story is done by Alan even though he is at a different stage …show more content…
In the beginning of the short story we learn Alan’s parents didn’t find out about his intellectual disability until he was 16 months old. It is assume the doctor wasn’t able to diagnose Alan for over a year, because he still went through the Sensorimotor Stage, just at a little slower pace than other children. In the sensorimotor stage children learn object permanence and the use of their 5 senses. From the way Terry describes him it is known that he is slower, he is passed the first stage of development. This puts Alan into the Pre- Operational stage. In the Pre-Operational stage it is known that children are very egocentric meaning everything is their way. When they talk, they only describe what they know, because they fail to understand other minds. Alan does just that throughout the story. For example Terry stated, “He was unpredictable. He created his own rules and they changed from moment to moment. Alan was twelve years old, hyperactive, mischievous, easily frustrated, and unable to learn in traditional ways.” (The Village Watchman, Pg. 29.) As students and educators …show more content…
Terry mostly tells the story of her uncle through her experiences and interactions with him. The way Terry learned from him was not in an educational way, but a way that made her have a different outlook on life. Alan in his younger years was pretty boisterous and outspoken. Terry learned what not to do in some situations like how to act in public, because she knew better than to act how Alan did. Terry learned that being different was ok from Alan. She stated, “In a culture where we were taught socially to be seen not heard, Alan was our mirror.” From this she learned that it is ok to be different, but it might not be ok in the public’s eye. She also learned to live life fully. Alan didn’t know any better about his living and couldn’t realize that it was not so great. This is because he had friends and played games and always was over excited about everything from the way Terry him. Although she thought Alans’ living situation was bad she came to realize that everyone can adapt to a situation that they are in. Terry also learned to make connections through her uncle. Throughout the story she connects the
She uses this advice when she’s faced with problems. “I try to be aware of my interactions, and realize that it’s not always my fault. I used to take things personally, but this job has made me realize that people have difficult lives. I try to approach situations with kindness and respect, and not internalize things so
...les she had set for herself but she feels that she did a good job at her project. She was alarmed by the way that some of her co-workers lived and felt that she learned a lot from her experiences.
for the worse and a few for the better, but in the end she finds her true
wild. Sometimes she fought with the older children, the ones who tried to grab the old
Sensorimotor stage (birth – 2 years old) – Children begin to make sense of the world around them based on their interaction with their physical environment. Reality begins to be defined.
The biological theory refers to the focus of genetic factors that assist the child in adjusting to their environment. The theory highlights the importance of maturation of children’s bodies and their motor skills. The restriction of the biological theory however, is that it discounts the impact of children’s experiences. Behaviorism theory concentrates on children’s behavioral and emotional responses to changes in the environment. The argument against behaviorism is that it focuses on children’s visible behavior and ignores their thought process. The social learning theory interprets children’s beliefs and goals as affecting their behavior by what they learn when they observe others. In the psychodynamic theory, emphasis is on the interaction between internal conflict, early childhood experiences and the environment. Theorists focus on the personality development and how these early experiences play a role later in life. In cognitive-development theories, the concentration is on how the thinking process changes over time. Although it promotes adults to recognize children as curious minds trying to make sense of their environment, the theories lack clear stages that a child’s thought process goes through. Cognitive process theories similarly, also focus on thought process but more so on how people decipher information they see and hear. Sociocultural theories emphasize the affect of social
that it would be in his best interests if he had a real person instead
This stage is divided into six substages are Simple Reflexes , Primary Circular Reactions , Secondary Circular Reactions , Coordination of Secondary Schemes , Tertiary Circular Reactions and Invention of New Means through Mental Combinations. These are described as : The first substage covers the first month after birth , it is dominating by the assimilation of sources of stimulation of inborn reflexes such as grasping or visual tracking (Rathus, S., & Longmuir, S., 2011 , p.81). The second substage is defined as primary circular reactions is focus on the infant’s own body rather than on the external environment . It lasts from about 1 to 4 (-in APA write out numbers under ten) month of age and is characterized by the beginning of the ability to coordinate various sensorimotor circular reaction(s). (space)In this (word missing) the infants focus changes from focusing on themselves to focusing on the external environments and this includes objects (Rathus, S., & Longmuir, S., 2011 , p.82) . During the fourth stage infants tends to imitate gestures and sounds that they had previously ignored and they also coordinates to attain a specific goals , for example trying to picking up the objects (Rathus, S., & Longmuir, S., 2011 ,
...e a lot, showing that she was committed to their relationship and tolerated their differences. Once or twice she used the voice response. When she was trying to find out about the girl he says he never dated, she continually brought it up for they could talk about it. I feel that this conflict was good, due to it helped them both grow and strengthen their relationship. It helped them both realize that they can change how they act towards one another and well as say what they really mean and to be open about how they feel for one another. I think that it was great how the two of them went for the Win-Win strategy to accommodate for the other. In all I feel that Danny and Sandy noticed not only by communicating but also by facial gestures as to what the other was thinking and how each of them could change to get to a compromise and go on with their relationship.
Piaget’s theory of cognitive development involves the nature and progression of human intelligence, it deals with how humans come to acquire, construct, and use knowledge. They way we process our physical maturing and experiences from the outside world. From that we adjust our ideas accordingly. He believed that children learn through a stage-like change in understanding. The concept is known as domain general. It is like gaining knowledge and intelligence in all categories rather than specifically in categories such as math or
The cognitive development perspective focuses on how children construct knowledge and how their constructions change over time. Piaget believed that children naturally try to make sense of their world, by engaging, touching, sucking, listening, and looking. Piaget’s theory of cognitive development was inspired by observing his own kids, and how they interacted with their surroundings. Piaget describes four major stages of cognitive development. Each stage represents a change in children and how they learn and understand their environment around them. It begins at birth until about 2 years of age. It is based on sense and motor skills. And how well they physically interact with their surroundings. Motor skills can be defined as anything that requires an infant to use their muscles, such as
Piaget’s stage theory of cognitive development demonstrates a child’s cognitive ability through a series of observational studies of simple tests. According to Piaget, a child’s mental structure, which is genetically inherited and evolved, is the basis for all other learning and knowledge. Piaget’s
== Piaget’s theories of cognitive development are that children learn through exploration of their environment. An adult’s role in this is to provide children with appropriate experiences. He said that cognitive development happens in four stages. 1.
Some may consider his theory to be way too complex, because the terminology he uses is difficult to understand. But his work truly shows his devotion to understanding the forces that shape the child’s development. His theories have greatly impacted the way society views and observes children’s behaviors to their environment. Through his composite and unconventional way of approaching situations, his distinctive clinical method created the field of developmental psychology. Even through his struggle Piaget continued to engage in questions of method, throughout his first era of exploration. His work brought about theoretical concerns and a powerful attention to the logical discussion between adult researchers and children of various ages. Piaget’s method continues to mold development research and theory to this day (Mayer,
Cognitive development theory was propounded by Piaget in (1972). Piaget proposed that cognitive development from infant to young adult occurs in four universal and consecutive stages. The four stages are; sensorimotor - birth to 2 years, preoperational - 2 years to 7 years, concrete operational - 7 years to 11 years and formal operational (abstract thinking) 11 years and up. Each stage has major cognitive tasks which must be accomplished. In the sensorimotor stage, the mental structures are mainly concerned with the mastery of concrete objects. The mastery of symbols takes place in the preoperational stage. In the concrete stage, children learn mastery of classes, relations and numbers and how to reason. The last stage deals with the mastery