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Introduction

This report is concerned with how Piaget’s theory of cognitive development is implemented in the classroom. The report is concerned with how Piaget’s theory of cognitive development applies to one teacher’s teaching methods. The reasoning behind this is that: ‘To date, no theory has had a greater impact on developmental psychology than that of Jean Piaget’ (Lourenco & Machado, 1996: 143). As a result, it is well known that Piaget was the most important figure the field has known (Flavell, 1996: 200).

Nonetheless, Piaget’s theory has also been the target of much criticism. Brainerd (1978), Seigel and Brainard (1978), Modgil and Modgil (1982), and Seigel (1991); they collectively consider that the Piagetian theory is empirically wrong, epistemologically vulnerable, and the reasoning is naive (Lourenco & Machado, 1996: 143).
Furthermore, Case (1992), claims Piaget portrays the cognitive development of children inadequately, as a: ‘monolithic, universal, and endogenous’ process (Lourenco & Machado, 1996: 143).

However, as Flavell claims: the views of present day cognitive develop mentalists are derived from Piaget’s constructionist conception (1996: 200). This apparent connection whether beneficial or not, is what this report sets out to examine. The aim of the report is to examine closely Piaget’s theory in relation to how it can be observed in the classroom context, from one teacher’s perspective.

Method

Participants

The Participant’s identity will remain confidential.

She is a full-time teacher at a South-West Brisbane state primary school. She is currently teaching a 21 student, grade 5 class. She has been teaching at primary school level for 31 years, not including this. The school she teaches at is located in a low income area. The area is very multi-cultural, and this is reflected in the school.

Procedure