Reflection Of Jean Piaget's Theory Of Cognitive Development

Jean Piaget, was a trained biologist who was employed at the Binet Institute, where his main job was to develop a French version of an intelligence test. Piaget was very interested in the reason why children would give wrong answers to questions which called for some type of logical thinking. It was believed by Piaget that these wrong answers showed some very drastic differences between the way children and adults both thought ( McLeod, 2015), this is where his theory of Cognitive Development came in, Piaget’s work is described as being the origins of thinking or genetic epistemology (McLeod, 2015), Genetics is where one studies the origins of something. Epistemology discusses the categories of thinking, basically, it shows the properties of structural intelligence. Piaget’s Cognitive Development theory branched off into three different branches, the first one being Schema, the Adaption Process that allow transitions from one stage to another, and finally the four Stages of Development

The cognitive developmental theory comes from the work and research done by Jean Piaget which we believe is an empiricist approach which goes hand and hand with Piaget’s constructive approach. Empiricism is a theory that states that knowledge comes only or primarily from sensory experience. The constructive approach is viewed as children discovering all knowledge about the world through their own learning and knowledge. According to Piaget, children pass through these stages at different times in their lives and cannot skip a stage which causes them to be seen as invariant.

Piaget’s theory of cognitive development is named after Jean Piaget, the Swiss clinical psychologist who came up with it. As the name suggests, the theory focuses on the nature of knowledge and how human beings acquire it, construct, and later use it for a particular purpose. According to Piaget, mental development is a progressive reorganization of conceptual process that results from the environment experiences and biological maturation. The theory focuses on the cognitive of children and how their thinking changes as they grow from their infancy, to young adult age, and into adult age. The theory is also referred to as genetic epistemology which is generally the study of the origins of knowledge. Piaget did not focus on how well the children could solve problems, count, or spell words as the measure for their IQ; he focused more on how fundamental concepts emerged such as the idea of quantity, time, and numbers. Since the theory was invented, it has had a great impact on the nature of education that the children receive. However, it has also been faced with criticism from critics who argue that some of the ideas that Piaget uses lack concrete basis. This essay discusses the strengths, limitations, implications to personal life, and how it compares to other closely related theories.

Piaget’s theory of cognitive development states four stages of cognitive development. During the first Sensorimotor Stage which Piaget

The initial phase of Piaget’s model, Sensory Motor, arises from the birth of the child up to around two years old. Throughout this time the infant is trying to recognize his/her new setting. This understanding is restricted to the child’s according to Gregory (Date) “sensory perceptions and motor activities” (P. 112) Infants and toddlers explore the world and know the world exist around them. They look to adults to set boundaries as they orally explore the world by placing objects in their mouths. Mentally exploring as they grow older.

All children are unique as they learn, progress, develop at different rates and in a variety of ways. Nearly all theorists agree on the principles of children’s learning expansion in general and play a vital fragment of early childhood development. They all accept that cognitive learning is relatively systematic and takes place gradually at a variety of rates. Learning only occurs when experience causes a permanent change in an individual’s knowledge or behaviour (Weatherby-Fell, N. 2013). I am reviewing Burrus Federic Skinner’s behavioural theory and Jean Piaget cognitive development theory. This report style essay will provide an overview of the two theorists, a comparison between the two in relation to the image of the child, teaching, learning and development, and an analysis of how these two approaches align with the Early Years Learning Framework (EYLF). Subsequently, details of both theories will be discussed and explained to illuminate the differences and connections to how children learn. These two extremely well-known theorists’ approaches are stimulating, cause reflection upon learning methods and ensures thought provoking teaching.

Jean Piaget was a Swiss psychologist. He worked in the fields of Developmental Psychology and Epistemology. He’s known for his works and theories in the field of child development. His theories of cognitive development and epistemological views are called, “genetic epistemology”. Piaget placed the education of children as most important. His works and theories still play a huge role and influence the study of child psychology today.

Jean Piaget was a psychologist who spent numerous years studying children and writing on their development. Psychology played a major role in understanding the development of intelligence in children. Piaget’s methods for doing accurate research required meticulous observations then he reported on what was observed. He started out making observations using his own three children as they engaged in several different tasks, then moved to other children and young adults. After concluding very extensive research he created a detailed stage theory of development known as “Piaget’s 4 stages of cognitive development”.

Jean Piaget is considered to be very influential in the field of developmental psychology. Piaget had many influences in his life which ultimately led him to create the Theory of Cognitive Development. His theory has multiple stages and components. The research done in the early 1900’s is still used today in many schools and homes. People from various cultures use his theory when it comes to child development. Although there are criticisms and alternatives to his theory, it is still largely used today around the world.

Cognitive development is the development of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests. An example of this is the Stanford Binet Intelligence Quotient test. IQ scoring is based on the concept of "mental age," according to which the scores of a child of average intelligence match his or her age. IQ tests are widely used in the United States, but they have been criticized for defining intelligence too narrowly. In contrast to the emphasis placed on a child's native abilities by intelligence testing, learning theory grew

The scenario relates to both Piaget and Vygotskian theories in the sense that they describe how the child 's mind develops through different forms of stimuli that occur during early childhood. Piaget 's theory focuses mainly on things such as; how children think; how the world around them is perceived and how the newly found information is explained through the language they use. Vygotsky 's theory however differs as the effects of different forms of social interaction occur in cognitive development such as; internalisation; social interaction & the zone of proximal development.

Jean Piaget’s theory of Cognitive Development represents children as explorers of the environment, trying to make sense of their world, and in doing this, they discover new things and adapt to this world they live in. There are three basic components to Piaget’s theory; adaptation, schemas, and stages of cognitive development. Adaptation refers to adjusting to the demands of the environment, through such things as coping with challenges, problem solving and improving their way of thinking. Assimilation (incorporating some outside event into one’s way of thinking), accommodation (changing or modifying an existing schema to make sense of new or different information) and disequilibrium (state of cognitive conflict occurring when one’s experience is contradicted by their way of thinking) are the processes that enable adaptation to occur. Schemas are the basic building blocks for thinking and organising information. According to Piaget, there are three types of schemas; behavioural (mental representations of physical actions), symbolic (language-based representations of objects and events) and operational (mental action or manipulation used to solve a problem or for logic reasoning). Piaget proposed that all children experience growth in cognitive development in a four-stage sequence; sensorimotor (infancy or 0-2 years), preoperational (preschool/early primary school or 2-7 years), concrete operational

Can Piaget’s Experiments Be Replicated in Worthing and If Not What Are the Implications on His Theory of Cognitive Development?

When we are born we have a different mindset then when we are at adult age. We view

According to Piaget (1957), cognitive development was a continuous restructuring of mental processes due to varied situations and experiencing the world and maturing biologically. His view of cognitive development would have us look inside a child’s head and glimpse the inborn process of change that thinking goes through. “He was mainly interested in the biological influences on “how we come to know’” (Huitt and Hummel, 2003). Piaget’s views helps us to have appropriate expectations about children’s mental abilities during different periods of development, especially in terms of logical-mathematical intelligence, and that it was our ability as humans to think abstractly that differentiated us (Science and Cognitive Development). There are three elements of Piaget’s cognitive development theory: schemas, the adaptation process and stages of development. Schemas are basically mental templates of knowledge that individuals use to help make sense of the world around them. The adaptation process which allows for the transition from one stage to another, including assimilation, accommodation and equilibrium and the stages of development in which each child must pass through.