Piaget's Mental Strategies

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

My favorite elementary grade was 2nd grade so I chose a lesson and activity for this grade off of UEN.ORG Website. The standard is that students should be able to add and subtract within 20 using mental strategies by the end of 2nd grade. Students should also know from memory all sums of two one-digit numbers.

The last stage of Piaget’s cognitive development is known as the Formal Operational Stage, which occurs between the ages of eleven and sixteen. Adolescents have now gained the ability to think in an abstract matter, and can now understand things such as science and algebra. The most distinct difference between the

The teacher could place two cups that have the same amount of liquid in the cups but because one of the cups is taller than the other the child is going to think the taller glass has more liquid in it. The third stage is the concrete operational stage which occurs during ages seven to eleven. The term concrete operational means the child can reason only about tangible objects presents. So the child can conserve and think logically but only with practical aids. Thinking becomes less egocentric with increased awareness of external events. The fourth and final stage is the formal operational stage which occurs during ages eleven to fifteen. This stage focuses on hypothetical thinking and scientific reasoning. Piaget believed that only children can learn when they are ‘ready’ to learn. He also believed that development couldn 't be ‘sped up.’ Piaget believed that children learned through the resolution of disequilibrium (self discovery, active participation). He believed that teachers should ‘bend’ to children’s needs, provide an appropriate environment, promote self discovery, exploratory learning, self-motivated learning, and set challenges to existing schemes.

Jean Piaget, a Swiss psychologist, made substantial findings in intellectual development. His Cognitive Theory influenced both the fields of education and psychology. Piaget identified four major periods of cognitive development: the sensorimotor stage, the preoperational stage, the concrete operations stage, and the stage of formal operations. The preoperational stage includes children two to four years of age and is characterized by the development and refinement of schemes for symbolic representation. During the preoperational stage lies, what Piaget coined, the intuitive period. This phase occurs during the ages of 4-7 and during this time, the child’s thinking is largely centered on the way things appear to be rather than on

Students will develop understanding and strategies to solve addition and subtraction word problems with 20.

2. Solve addition and substation word problems and add and subtract with 10, e.g., by using objects or drawing to represent the problem.

I believe that I met this standard because I created a lesson plan each week that included reading, writing, speaking, listening, and thinking skills that were developmentally appropriate for the student and addressed his academic needs. I also created activities that the student enjoyed so that he would be motivated to learn new and challenging concepts. Each activity on the lesson plan correlated to an Oklahoma Academic Standards (OAS) for his grade level.

At: Students at grade level will be expected to complete 6-8 of the three digit addition problems during the provided activity time. At grade level students will be expected to use at least one of the provided strategies to solve for the sum. Students who finish early will be asked to draw a picture or write and explanation of the strategy/strategies they used to find the sum. The teacher will direct students who are early finishers to complete this task individually. Slow finishes will be provided with three, two-digit addition problems

In terms, of Piaget’s cognitive development theory, the 8- year old and the 16- year old perceptions of the political convention differ greatly. The 8-year-old is in the concrete operational stage, and the 16-year-old is in the formal operational stage. During the concrete operational stage children begin to think logically, however, they do not completely understand tougher subjects. The 8- year-old may not be interested in the political convention because during this stage, they are still egocentric, however, they might show little interest because they are moving out of this stage.

For pupils to use a calculator effectively requires a sound knowledge of number. As children learn how to enter simple one step calculations that involve whole numbers, they can explore

The fourth stage of Piaget’s Cognitive Stages of Development is the Formal operational stage. This stage is normally reached at age 11. These children are usually able to logically use symbols related to abstract concepts, such as algebra and science. These children can think about multiple variables in systemic ways, form hypotheses, and consider possibilities. Although Piaget believed in lifelong intellectual development, he insisted that the formal operational stage is the final stage of cognitive development, and that continued intellectual development in adults depends on the accumulation of knowledge (Shroff, 2015).

What are the major challenges to Piaget's theory of cognitive development and what aspects still have value?

And last but not least the fourth says “Acceptance of individual differences in developmental progress. Piaget’s theory assumes that all children go through the same developmental sequence but that they do so at different rates. Therefore, teachers must make a special effort to arrange classroom activities for individuals and small groups of children rather than for the total class group. In addition, because individual differences are expected, assessment of children’s educational progress should be made in terms of each child’s own previous course of development, not

Focusing on children’s development and developing a proper classroom and lesson plan well help you to properly prepare and help each student in your center. Throughout this paper we will summarize Piaget’s Stage Theory, identify and describe the developmental characteristics of the age group of 2-4 years old, design and describe the physical layout of facility or classroom that aligns with Piaget’s Stage Theory, and create an activity for each developmental domain.