Outline and evaluate Piaget’s constructivist theory of cognitive development In order to put Piaget's model into context it is useful to consider what intellect is, and some of the factors that influence cognitive development of the child. Additionally I will briefly discuss the term ‘constructivist’. Child development is generally concerned with how the child learns and expresses themselves at various ages. Typically studies are carried out on children from birth to adolescence. Specifically, most psychologists are interested in the processes that occur at particular ages, and what the child's capabilities are at each stage of their childhood.
CYP Core 3.1 unit 2.3 Explain how theories of development and frameworks to support development influence current practice. Theories of development are very important as they influence current practice and help us to understand why children behave and react the way that they do. It can also help us to figure out different and new ways of learning. The theories of development are: * Cognitive ( e.g. Paiget) * Psychoanalytic (e.g.
Jean Piaget best described the stages from birth to two years in what he called the sensorimotor stage. It is a stage based on infants and toddlers cognitive development. An infant uses his or her senses and motor abilities to understand the world, beginning with reflexes and ending with complex combinations of sensorimotor skills (Boeree, G.C. (2009). During the first four months of life, according to Piaget, infants interact with the world through primary circular reactions.
When I contrast Jean Piaget and Lev Vygotsky I see that Jean Piaget believed that there are four developmental stages that everyone goes through to reach cognitive development. He believed that a person had to reach each of these stages to be able to learn at that level (4). While he did believe that social interaction was important to learning he overlooked the importance that a social group or even culture have on a child. Now while Lev Vygotsky believed that before one could learn one had to develop, he also believed that through socialization and language, development and learning would work together. Vygotsky believed strongly that cognitive development is linked to input from others.
Theory Paper: A Comparison of Erikson’s and Piaget’s Theories Wayne State University Abstract Jean Piaget, a Swiss developmental psychologist, theorized that all children undergo the same periods of cognitive development. This theory is called “Piaget’s Theory of Cognitive Development,” and is largely used in the education of children. It is divided into four periods. Erik Erikson, a German developmental psychologist, expanded on Freud’s developmental model to create his own. Stages are characterized by a crisis, to which, the individual’s ego helps them attain balance in life.
Garrett Heffernan ENS 301 MW 1:00-1:50pm Prof Voigt. 2/15/15 Piaget’s Theory of Cognitive Development Jean Piaget was a French psychologist who in 1936 set out to determine the ways in which children learn. His research was the first of it’s kind in that he was the first to conduct a study specifically on how children learn as opposed to people in general. The basis of Piaget’s finding where that there is four stages of cognitive development that children progress through as they approach maturity. Piaget believed that before entering one of these stages a child would be unable to understand certain concepts that fit within each specific learning window.
The objective of this paper is to see how well Piaget’s ideas hold up through out time and see what improvements can be made to the existing theory. Piaget stated that there were four major cognitive stages in logical development, related to four successive forms of knowledge. “During each of these stages, children were hypothesized to think and reason in a different way. These stages, and their approximate ages of occurrence, were: the sensory-motor period (0-2 years), the period of pre-operations (2-7 years), the period of concrete operations (7-11 years) and the period of formal operations (11-12 years on). Piaget recognized that the acquisition of each new way of thinking would not necessarily be synchronous across all the different domains of thought.
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.
Basing on research of Brody & Benbow (1987) and Stanley (1985), Heward (1996) indicated: “Programs that allow gifted students to accelerate their academic program have been highly successful in terms of academic achievements, extracurricular activities and social and emotional adjustment” (p.482). Beside acceleration, curriculum compacting is also an effective method to engage talented children in learning activities. It aims at focusing on important content in required curriculum, removing superfluous information and substituting appropriate materials (Heward, 1996). According to studies of Renzulli, Smith and Reis (as cited in Haring & McCormick, 1974), curriculum compacting guarantees that the
Running Head: RUNNING STYLES TESTS How Learning Styles are used in Higher Education Name: University: Course: Tutor: Date: Learning styles incorporate various methods used the dissemination of knowledge and skills mostly in an education setting. Supporters of learning styles have suggested that learners require an interactive approach to learning, one that suits their style of learning. Therefore, teachers should adopt teaching practices that are in line with the needs of the student within the social, cultural and emotional precincts of the learners. It is therefore important to make learning as individual as possible (Kolbs, 1984). With regard to this, several theories have come up since the 1970s explaining different approaches to learning.