They explore their gender roles, morals, relationships, understandings, and conflicts (Broderick & Blewitt, 2010). Development and Influences Along with cognitive development, identity develops. As the child begins to develop logic, strategic, and abstract thinking; their information processing and problem solving enhances (Broderick & Blewitt, 2010). As a result, children can perceive the consequences and benefits of their choices, which in turn influence how they choose their morals, social relationships, and sexuality. Social development also influences identity.
He focused on language and the development of internalising language; that we learn to think through and before speech, as a major influence on children’s cognitive development. He believed that personal and social experience cannot be separated and that a child’s development is not only constructed by personal development but also moulded by the child’s culture; education, family and community. He concentrated on the child’s potential learning ability and the need for experts that help a child to construct their learning and intelligence. A lot of practical applications from his theory are used in the educational system today. There are a lot of similarities in Piaget and Vygotsky’s theories.
Jean Piaget’s theory was based on systematic (schema) study for our cognitive development. Piaget believed that there were stages that you had to achieve in order to move on to the next. The order of the stages: Piagets theory came in to place by observing children. A way of applying his theory to the classroom is “use concrete props and visual aids whenever possible...” (McLendon, 2011) In my practice we set up activities for each individual need of each child to help them progress through the stage of the theory which links to Piagets theory. Lev Vygotsky’s theory was based on social/emotional development needs to show demonstration/imagination to allow a child to progress.
I will also discuss what life story work is and how life story work can be beneficial in developing a child’s understanding a sense of self. The importance life experiences have on a child’s attachments and what is meant by attachments and how they form and vary. The importance of the care workers role in all of these points will also be discussed and how they can support children to develop a sense of self. It’s important to understand what is meant by identity. Identity can be seen superficially as a name or a date of birth of an individual, a sense of formally providing evidence of who you are.
A part of Piaget’s theory of learning and thinking involves the participation of the child, who must construct and reconstruct knowledge. He claims that for a child to know and construct knowledge of the world, the child must act on objects. This action provides knowledge of those objects. Piaget’s technique to learning is known as a readiness approach. Readiness approach in developmental psychology states that children
• Accommodation = occurs when a child adapts existing schemas in order to understand new info that doesn’t fit • Equilibration= According to P cognitive development is driven by the need for equilibrium in cognitive structures. When a child is aware of a shortcoming in existing thinking they experience an imbalance between what is understood and what is encountered. They try to reduce this imbalance by developing/adapting schemas until an equilibrium is restored. This process=equilibration A01/Piaget’s stages • 4 stages in cognitive development • Stage 1= Sensorimotor stage (0-2 y) - children able to coordinate sensory input with motor actions. Key development = objects permanence-8 months they realise that objects that our out of sight still exists.
March 9, 2010 The purposes of observations have become the most dominant method for learning children’s development as they are young. It requires a much more focus on the child’s behaviors, observation allows the teacher to get to know the child as a unique individual, rather than as a member of a group. Young children need to have models from a teacher in order to understand appropriate behaviors when being observed. Learning the importance of observations important, as is developing the skills of how to observe. Observation can be used for three major purposes: (1) to understand children’s behavior, (2) to evaluate children’s development, and (3) to evaluate learning progress.
To understand this he began under the assumption that intellectual development is not in what children get wrong, but how they get it wrong. In forming his ideas he assumed that physical and social environment play a role in determining how the child processed the information. In determining how children processed and grew he separated each developmental stage of the child. Piaget believed that intellectual processes are built on the primitive foundations laid in earlier stages of development. Piaget and Vygotsky were both influential in forming a more scientific approach to analysing the cognitive development process of the child active construction of knowledge.
The building blocks of knowledge 2 Processes that enable the transition from one stage to another (Equilibrium, assimilation and accommodation) 3 Stages of development (Sensory motor, preoperational, concrete operational and formal operational) Piaget believed that these stage are universal, i.e. that the same sequence of development occurs in children all over the world, whatever their culture. Because of Piagets theories, preschools and schools have tried to give a more hands-on approach to learning, and teachers plan activities by working out the needs of the children. His work has also influenced the management of behaviour because he looked at morality from a childs point of view
He suggested that the adult's role in helping the child learn was to provide appropriate materials for the child to interact and construct. He would use Socratic questioning to get the children to reflect on what they were doing. He would try to get them to see contradictions in their explanations. Theorist jean Piagets suggested that children think differently than adults and proposed a stage theory of cognitive development. He was the first to note that children play an active role in gaining knowledge of the world.