Theories Of Piaget And Bruner And Mental Development

analytical Essay
2424 words
2424 words

Theories of Piaget and Bruner Jean Piaget was a well-known child psychologist and educator in America; he was born in Neuchatel, Switzerland, in 1896. His college and university training was in the natural sciences. Early on in his career he became fascinated with children’s intellectual development, and he spent most of his years collecting a large amount of research information relating to mental development. Piaget’s great works have produced an elaborate and comprehensive theory of how intelligence progresses. He has worked as a biologist, Swiss philosopher, psychologist, and educator. Every profession Piaget was in, he left his mark and made great contributions. His greatest impact was towards psychology and education. He preferred to …show more content…

In this essay, the author

  • Explains that jean piaget was a well-known child psychologist and educator in america. his college and university training was in the natural sciences.
  • Explains how piaget developed a clinical description technique while studying in binet's clinic in 1919. it involves asking children one by one different questions and recording their response.
  • Explains piaget's view that human development is a process of adaption, while cognition is the highest form of adaptation.
  • Explains how piaget's theory defines schemas as an activity with neurology or biology underlie that activity. assimilation is the cognitive process in which a person incorporates new perceptual matter or stimulus events into the current pattern of behavior.
  • Explains that accommodation is when a new schema or an old schema is modified and the child adapts to the stimulus. assimilation and accommodation evolve the infant's inaccurate schemata into mature schemas.
  • Analyzes how piaget's theory focuses mainly on cognitive development. he believes that the intellectual abilities a child inherits at different ages permits certain types of emotional behaviors.
  • Explains that the sensorimotor period is when the adolescent learns through their real life experiences. objects exist to the child when they sense and interact with them.
  • Explains that cause-and-effect relationships take some time to mature, so an infant may not realize that if you reach for an object you can grab it to bring it closer.
  • Explains that the preoperational stage is when the infant's world consists only of his own actions. the child is unable to reverse operations, cannot follow transformations, and their perceptions are self-centered.
  • Explains that preconceptual and intuitive thinking are based on ages 2-4, and a child's inability to understand properties of different classes.
  • Analyzes how piaget categorized the concrete operational period into three different stages. reversibility is when a child understands that both numbers and objects can be changed, then put back in their original form.
  • Analyzes how the preoperational and concrete operations stage of a child's thinking become decentered when all the significant features of different objects are taken into consideration.
  • Explains that piaget's theory involves the formal operational stage, which involves ages 11 to adulthood, where the child develops the ability to figure out all classes of problems by using logical actions.
  • Opines that jean piaget's theory is something that will take time and patience to understand. his distinctive clinical method created the field of developmental psychology.
  • Opines that piaget's theory was a tough one to understand, but he could've put more thought into the final stage, which is formal operation.

Once the child becomes accommodated with this change, he/she can try to adjust to the stimulus. Since the structure has changed, the stimulus becomes eagerly adapted (Wadsworth, 1975, p. 16). They are both shown in two early childhood activities: play which is assimilation and imitation which is accommodation (Lefrancios, 2012). The development of both assimilation and accommodation, is what evolves the infant’s inaccurate schemata into a more mature schema over the years (Wadsworth, 1975, p. 16). The last of Piaget’s four basic perceptions is equilibrium. This is the balance between assimilation and accommodation. When disequilibrium (the imbalance between assimilation and accommodation) happens, cognitively, it provides motivation for the adolescent to seek equilibrium; when this happens it furthers assimilation or accommodation. Equilibrium’s relevance to a particular stimulus can be temporary, but it still remains important (Wadsworth, 1975, p. …show more content…

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,

Get Access