Piaget's Theory Of Cognitive Development

A schema allows an individual to make sense of the world as scheme are experiences, memory, and information. At age two, children enter the preoperational stage. During the preoperational stage of cognitive development, children learn how to think abstractly, understand symbolic concepts, and use language in more sophisticated ways. During this stage of cognitive development children become insatiably curious and begin to ask questions about everything they see. Thinking in this stage is still egocentric, meaning the child has difficulty seeing the viewpoint of

He suggested that as children develop socially, mentally and physically new schemas develop and the old ones would either integrate or modify to be cognitive structures. (Taylor,G, Mackenny,L 2008) Whilst studying children’s development, Piaget came to realise that children reason differently from adults when being interviewed, they has different philosophies about the nature of the world. A child is actively involved in his own development Piaget believed and the child once born is not a ‘blank slate’ as they are always learning ideas about the world such as space, quantity and number. Piaget’s theories concentrated on 4 factors of development; ‘Maturation’ which focuses on the maturation of a child after birth, ‘Experience’ this may be direct physical experience a child has or the reflection the child has on the structure of an experience, ‘Social Transmission’ which is the social interaction the ch... ... middle of paper ... ...c patterns of behaviour have a minor role in the development of any human intelligence. Piaget’s ideas opposed the traditional behaviourist theory; he believed that infants frequently and actively seek stimulation.

They believe that children must form their own understanding of the world in which they live. Adults help guide this knowledge construction process by providing structure and support. The goal of Piaget’s theory is to explain the processes by which the infant and then the child develop into an individual who reason using hypotheses. Children construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their environment. He changed how people viewed the child’s world; his ideas have been used in understanding and communicating with

Constructivism holds that learning is essentially active (Jacobs, 2010). Teachers are to teach through concrete and simple concepts first, helping the child to achieve mastery, and then move on to more abstract, difficult concepts as the child is ready, laying the foundation for future learning (Piaget, 1974). Davis (1967) found that dendrites grow and connect as new learning connects to both new and prior learning. It is a “use it or lose it” process. If fostered in interesting and novel ways, stimulated brains grow dendrites which create neural synaptic connections which enhance memory and utilization (as cited by Feldstein, 2006).

Piaget’s theory deals with the nature and development of human intelligence. A child builds the significance of their general surroundings, faces clashes between what he knew and what he really faces, and afterward changes his or her thoughts fittingly. It conveys focus to the procedure of a youngster's reasoning and not just on the final outcome. According to R.E Slavin, he says that “in addition to checking the correctness of children’s answers, teachers must understand the processes children use to get to the answer. Appropriate learning experiences build on children’s current level of cognitive functioning, and only when teachers appreciate children’s methods of arriving at particular conclusions are they in a position to provide such experiences.” Piaget trusted that kids resemble "little researchers" and that they effectively endeavour to investigate and understand their general surroundings.

This reflects in their ability to use language, to think of past and future events, and to pretend. However, toddlers cannot think logically in a consistent way, and their reasoning is subjective and intuitive. 3. Concrete operational stage (7-11 years old): children start to think logically in a consistent way, but only in regards to real and concrete features of their world, but not in an abstract situation. This stage makes the school-age child a more systematic, objective and a scientific-style

Jean Piagets developed a theory known as the cognitive development theory. In this theory he explains how children are able to develop intellectually throughout childhood. He did not believe the idea that children were simply mini adults but instead believed that the way children think is very different to the way adults think. He suggested that cognitive development is a process that occurs when children actively construct their knowledge based on their experiences and interactions in their world moving through four different stages of mental development. These four stages are sensorimotor, preoperational, concrete operational and formal operational period.

Equilibration is a natural cause and when triggered often causes a child to move into the next developmental stage as they have a better understanding of their world (Boyd & Bee, 2014). The Piaget theorized the individual maturation of a child’s brain had control over their cognitive development as well, this could be either relative to the individual or caused by external factors that stunt children’s mental growth, such as lack of necessary nutrition (Boyd & Bee, 2014). The two external causes are social transmission and experience. Social transmission is the information the children pick up from the people around them, usually parents and teachers (Boyd & Bee, 2014). They collect information such as the names of objects and witness important displays of how a mature cognitive development acts (Boyd & Bee, 2014).

This paper examines the previous research on the development, influences, and effects of children’s beliefs about learning. Theories of Intelligence According to Dweck & Leggett (1988) children possess different “theories” about the nature of intelligence. Some believe that intellectual ability is more of an unchangeable or a fixed entity. While others believe that intelligence as a malleable quality that can be developed. Research has shown that students of both theories showing equal intellectual ability, their beliefs about intelligence shape the way they respond to academic challenge.

Multiple Intelligences Multiple intelligences are a guide to understanding how people learn. Everybody has a mind of his or own, so of course people learn differently. However, one learns his or her styles at a young age. For instance, “the theory of multiple intelligences says that individuals are born with the innate capacity to succeed in a particular domain, and education should help to identify and develop students' innate capacities” (The Difference Between Multiple Intelligences and Learning Styles, 2014). Thus, learning styles are nurtured by when children are introduced to education.