Piagets Theory Of Cognitive Development

Piagets Theory Of cognitive in adjudicateationJean Piaget was a Swiss ontogeny psychologist who was known for his work on epistemological studies. He is known for his major system in the atomic number 18a of cognitive victimization. Cognitive development is a field of studies that emphasised on the neuroscience and psychology aspects of an individual. phylogenesis discharge be run acrossn as act that takes part in each living homophile starting from bodily take up to cognitive level. The Websters Dictionary defines development as the series of changes which an organism undergoes in transeunt from an embryonic state to maturity. It is continuous process of expanding or becoming to a abundanter limit advance in pursuit of radical purposes. Cognitive best throw out be described as a process involved thinking, scholarship and storage of knowledge at the psychogenic level of a brain. fit in to Piaget surmisal, our thinking process changes radic solelyy, because we co nstantly strive to make sense of the creative activity by dint of our senses, perception and assures in life. (Woolfolk, 2011) gibe to Khanna (20l0), development in wider drift setting is a progressive change to a greater maturity back up by physiological capacities and psychological capabilities. These changes can be further subcategorised into physical, stimulated and intellectual.There argon few general principles of development that occurs in all typical individuals. schooling occurs at contrary rates in divergent individuals.This can be seen quite clearly during the infancy peak. There are cases where some babies start walk of life ulterior that the expected age of 12 months. This normally can be seen in male babies and I in person can vouch for this statement as my own son Pratham started walking only when he was 14 months old.Development is a continuous process.Development is continuous process as a shaver acquired sweet skills, these skills are added to the p re existence skills in a minor and in that location is no halt for further acquisition of skills as the electric razor grows. This finding is best describes by the developmental storeys theory of Piagets. During sensorimotor typify, a babe learns by touching, crosstie and imitation. This phenomenon can be seen clearly when a child repeats patterns in his gaming such as putting or taking an objects inside or outside a containers. This finding is further supported from a seek that was done by Arnold Cath (2003) on a child named Harry.Development occurs in sequence of predict open and orderly stages.It is a known fact that world life is separate into few predic commensurate and orderly stages which is expected of every normal individual in social settings. Robert Havighurst, an American educationalist introduced developmental tasks that specify six development life stages from infancy and early childhood to later maturity. An opposite interesting theory of development was coined by Erik Erikson, popularly knows as Psychosocial Development. The main element of his theory emphasis psychosocial process, that development is subject to essential psychological factors and external social factors. This theory wait ons at eight stages of human life as well as knows as eight ages of man. fit in to Sugarman (2004), Erikson theory mettle specific issues to re lick by an individual at mootn stage before moving to the higher stages per below table.Approximate ageIssues move aroundImportant Event in Life0 1 yearTrustFeeding1 6 old age self-directionToilet training6 10 long timePurpose freedom10 14 yearsCompetenceSchool14 20 yearsIdentityPeer relationship20 35 yearsIntimacyLove relationship35 65 yearsGenerativityParenting/Mentoring65 years aboveIntegrityReflection and acceptance of ones lifeDevelopment is influenced by heredityEach of us begin life at the moment of conception and transmissible traits are passed from parent to offspring with strings of microscopically small particles knows as genes. Therefore we are different from each other and development of individual is contributed largely by hereditary. According to Blackburn (2000), hereditary traits are transmitted by dominant genes over the weaker ones an face of a disease that can be transmitted through hereditary is Diabetes.Development is influence by surroundThere is no denying environment plays a very big role in human development process. Environment in this context covers social setting, cultural setting and run-in setting. Vygotskys intrustd that human activities take place in cultural settings and has a great influence on cognitive development. Vytosky assumed that cultural development appears twice, start on social level (interpsychological) and later on individual level (intrapsychological). For example an Indian child who is innate(p) in United States volition have different perspective of things compare to an Indian child born in India due to differen ces in culture and social settings.Indeed, Piagets theory of cognitive development to trustworthy extent has helped teachers to design or tailor make teaching materials to suit learners level of cognitive development but there are others factors too determine powerfulness of cultivation such as disciples readiness or motivation level. Piaget proposed theory can be divided into four stages Sensorimotor, Preoperational, Concrete operational and Formal operational. Piaget emphasised more of the biological maturation of cognitive abilities for each stages. In order for us to encounter better, Piaget stage development theory, we look at to look closely at changes that communicate in various stages proposed by Piaget.Sensorimotor stageThe earliest finale is called the sensorimotor and begins from birth to two years old. According to Richardson K (2010), infants get into the world with set of simple coordination which we called reflex responsees. One example of this is the suckin g reflex when a child nurses from the mother. Later, when the infant is growing up, his reflex actions testament be translated to goal-directed actions through several repetition activities. At this stage, a child develops object permanence, the sagaciousness that objects exist whether they perceive them or not. During this time also, a child learns through imitation from his pre-exist surrounding.Preoperational stageThis second stage of the theory is known as the preoperational stage spanning from the period of two to seven years old. According to Axelrod (1999), children are able to manipulate environment symbolically through inner representation by using leger, gestures, images and signs. There is drastic development in language and thinking skills. Piaget believed at this stage a child is moving toward mastery but has not fully mastered the mental operations. Another unique characteristics developed during this stage is Egocentrism. The concept of egocentrism style children see the world from their view sharpen and not able to consider other peoples viewpoint.Concrete Operational stageThis stage spans from the age of seven to football team years old. At this age, a child has developed mental operations that allowed them to see and treat the physical world in logical and taxonomic order. A child at this age is able to provide vindication by mastering conservation. According to Mitchell (2004), Piaget had indentified three important operations in conservation processi) Compensation Changes in one direction can be compensated by changes in another direction.ii) Identity If nobody is taken away or added, the material remains the same.iii) Inversion If the wide-cut process is reversed, the quantity of the materials remains the same.At this point, a child is able making an orderly and sequential arrangement of an object based on size, weight or volume. This process is known as seriation which enable a child to construct logical series such as position ob ject from small to large or vice-versa.Formal Operation stageThis is the last stage of Piagets developmental theory. This stage ranges from eleven years to adulthood. According to Mitchell (2004) formal as utilise by Piaget mean well-mannered etiquette. Children at this stage, capable of systematic reasoning about things which take hypothetical form without having to see concrete objects. Students at this level are able to solve science experiments such as the pendulum problems. They are also able to solve algebra problems by using deduction method to derive at certain value. Adolescent at this age, exhibit a phenomena known as girlish egocentrism. According to Stuart-Hamilton (2006), study conducted by Piaget examined, egocentrism does not refer to selfishness, sort of a childs immaturity that whatever he or she can see is the viewpoint of everyone else as well. This is the feeling that they are the centre of attraction and leads to unreasonable sense of security, eventually in creasing risk taking behaviour same participating in illegal racing, experimenting with drugs and having unprotected sex.For teachers to fully understand and constitute Piaget theory into teaching methodology, a teacher need to accept erudition is a process of adaption. According to Meadows (1986) based on Piaget theory, a child actively trying to make sense of the world by adapting to its environment. It bribe via twin functional invariants of preoccupation and registration. Before discussing further on assimilation and allowance, ones need to understand system first.Schema is a Greek word which substance frame. Piagets believes schemas are the basic building blocks of thinking. It is representation of perception and experience of organized systems translates through action. Schemas can be very small or specific, for example cooking pasta.According to Roeckelein (2010), assimilation from Piagets theoretical viewpoint means incorporating new or modified ideas and concepts i nto a childs subsisting cognitive structure. appointment refer to the childs modification of ideas or concepts of the world in response to new experience that are inconsistent with antecedent knows idea or concepts. In another word, a person must change existing schema to respond to new situation.Every child in learning process strives to achieve state of equilibration. According to Woolfolk (2010) based on Piaget work, assimilation and accommodation can be viewed as a balancing act. Once the child is able to understand and registered new information in his schema, he achieved the counter chemical equilibrium stage. Disequilibrium happen when current ways of thinking not working in solving a particular problem, thus the act out of balance occurred.In order for me, to plan an activity that promotes assimilation and accommodation, first I need to do some homework regarding the student Im pass to teach. I need to find out their age and prior learning knowledge. For this activity, Im going to device an activity targeted for form one student (13 years old) conducting a lesson on compass direction (geography). It is easier for me to access their prior knowledge, as I have taught them at primary six during Kajian Tempatan period. The students already have al-Qaida knowledge of main compass direction (East, West, join and South)- Cardinal direction. retentivity in mind that my students are at formal operational stage which requires plenty usage of visual aids. Therefore in my lesson planning, I result have illustration of slides, diagram and video clipping when presenting new material. I will normally start my lesson by showing a con video clip about a sailor lost at deep sea. This is my normal practice for breaking the ice with students and gauges their interest in the lesson. Randomly I will pick up few students to give out the video clipping. At this point, many of the students will be able to give the answer Im looking as students at this level are able to think hypothetically. indeed I will ask them about their previous learning on this matter, which is compass direction. I will call a student to draw basic direction diagram on the board. In this way Im refreshing their memory to what they have learned during the primary years. Then I will show them a new power point slide on additional compass direction. (North East, South East, South West, North West) Ordinal direction. Compass direction is the schema already exists in student mind. Here, assimilation happen when students fit new information into existing information. real information is prior knowledge, which is cardinal direction and new information is ordinal direction (red colour). If you look at the below model, the students did not change their existing schema, rather incorporated new learning to prior learning experiences. engrossment model parvenuKNOWLEDGEPRIORKNOWLEDGESCHEMAWSNENWNENWCompassDirectionESWSES enculturationORDINALDIRECTIONCARDINALDIRECTIONTeaching the sa me students, from understanding basic compass direction, the next higher level of learning will be measuring degrees using protractor. Based on their prior learning, protractor was used in their mathematic subjects to find certain angels values. Here the student will set about certain degree of disequilibrium as current way of thinking, using protractor the numerical ways will not solved problems in geography lesson. This requisite student to change existing schemas to respond to new situation, thus accommodation is taking place in students learning. In Mathematic, students are required to place the protractor horizontal ways to find value of angel, but in geography students are required to place protractor the vertical ways to find degrees value. If you look at below model, the students have to change existing schemas to accommodate new learning.Accommodation modelEXISTING SCHEMAMathematical wayNEW SCHEMAGeographical wayPiagets development theory to certain extent can assist tea chers to design teaching in delivering lesson but how effective the learning took parts would be another major concern for teachers. Piaget theory only proposed that learning occurs after development, but in certain cases, children are able to learn at earlier developmental stages. Piaget theory also fails to look at learner motivation which I personally believe is a very big factor in effective learning. Teachers as an educator plays the role of facilitator in imparting information, students on the other fade need to be more accountable of their own learning. There need to be a paradigm shift from teacher centric learning to student learning centric at school level in order to produce world class student.