Analyzing Piaget's Theory

A well-intentioned, but meddling, relative comes to visit the weekend before your child's first birthday, in April. She cautions you that you must be spoiling the child, because he hides behind your leg and clings to you when she tries to give him a hug, and he did not do this when she visited at New Year's. How will you explain what is happening with your child?

Psychologist Jean Piaget developed the Piaget’s theory around the late 1920’s and early 1930’s. Piaget’s theory implies that cognitive growth advances in different stages, influenced by an instinctive need to know basis. The four stages of Piaget’s theory are, sensorimotor (birth to about two years old), preoperational (average two to seven years old), concrete operational (seven to eleven years old), and formal operational stage (eleven to undetermined years old).

Most of the criticism of Piaget’s work is in regards to his research methods. A major source of his inspiration for the theory was based on his observations of his own children. And because of this small sample group, people believe that it is difficult and incorrect to generalise his findings to a larger population. Similarly, many psychologists believe that Piaget underestimated the age which children could accomplish certain tasks and that sometimes children understand a concept before they are able to demonstrate their understanding of it. For example, children in the Sensorimotor stage may not search for a hidden object because their motor skills are not developed, rather than because they lack object permanence. This has been supported by evidence from Bower & Wishart (1972). They found that the way that an object is made to disappear influences the child’s response. As well as this, Piaget’s theory has been said to overestimate that every child and adult reaches the formal operational stage of knowledge development. Dasen (1994) claims that only a third of adults ever reach this stage.

Jean Piaget theory focuses on children and how they develop up to the age of twelve years old. I believe Piaget’s theory is true because he observed kids and say that once they see something that’s round like a ball, everything that is similar to that ball is going to be a ball even if it really isn’t a ball. Kids at a young age can’t figure out that an egg isn’t a ball, yes its round but its an egg is breakable. Piaget has four different stages of cognitive development. The first stage is sensorimotor which starts at birth up to the age of two. Sensorimotor is when infants use their senses and motor abilities to learn about the world around them, like grasping, pushing, tasting and anything similar. Sensorimotor is when infants keep grabbing their toes and eating them, or them laughing when they are playing “peek a-boo” with mom or dad. The second stage is preoperational which it starts at age two and ends at age

Piaget believe that children are active thinkers. He recognized that the mind develops through a series of irreversible stages. He also acknowledged that a child’s maturing brain builds schemas that are constantly assimilating and accommodating to the world around them. Piaget’s theory of cognitive development is split into four stages: sensorimotor, preoperational, concrete operational, and formal operational. The sensorimotor stage occurs from birth to nearly two years of age. At this stage, infants learn about the world around them by sensing it and interacting within it. It is also in this stage that the idea of object permanence develops, that is, the awareness that things continue to exist even when they are not being observed. In my personal life, I am certain that in this stage of development I would have enjoyed peek-a-boo, because if I didn’t see it, to my developing mind, it wasn’t there at all. The second stage, preoperational, lasts from two years of age to seven years of

Jean Piaget's theory of cognitive development and lev Vygotsky's sociocultural theory delve into the utmost specificity of a child's cognitive development. Each theorist developed knowledgeable understanding as to how children learn cognitively. Piaget observed how children would solve problems and believed cognitive development was influenced by social transmission.

The Critique of Piaget's Theories Jean Piaget (1896 – 1980) was a constructivist theorist. He saw children as constructing their own world, playing an active part in their own development. Piaget’s insight opened up a new window into the inner working of the mind and as a result he carried out some remarkable studies on children that had a powerful influence on theories of child thought. This essay is going to explain the main features and principles of the Piagetian theory and then provide criticism against this theory. Cognitive development refers to way in which a person’s style of thinking changes with age.

Being the youngest of six children, I have a lot of nieces and nephews to hang out with and learn from. My sister and her husband went on vacation from Thursday, March 30th to Sunday, April 2nd and asked my husband and I to watch her four children (ages 2-8). This was a prime opportunity for completing this assignment, and I’m grateful that I was able to watch the kids and apply what we have been learning in class. I concentrated mainly on my youngest niece, who just turned two and the second to youngest, who is now four. I saw many examples of concepts discussed in class, especially underextension and overextension, as well as two examples of Piaget’s preoperational phase.

I think Piaget had the right idea, but I do not agree with all his ideas. I do think we all have “schema” because humans’ cognitive development is always developing. We take what we know and learn by adding new or what we think is right to fit our ideas or thoughts. I can see how pretend play is a source of children mimicking. For example, when children play house, they mock the way their parents interact with the child. I do not agree that talking to one’s self is at all selfish, or a person thinks highly of themselves. I think talking to yourself is a way to work out problems because when you hear them you can think of your different schemas to find out how to fix or create new information or thoughts. As a future educator, I could apply

Piaget’s theory is that he believed it is in a child's nature to be curious about their surroundings, children want to grasp an understanding of what is going on around them, sometimes their ideas may or may not be correct. According to Piaget, “Assimilation which occurs when new experiences are readily incorporated into a child’s existing theories” (172). For example, this means that a child knows when the family dog barks and licks his face. When the child has the same experience at another house it makes sense because they child has already learned that theory of the dog.

According to Jean Piaget, the teachings shown in this classroom are not providing each child with the opportunities to discover and naturally grow, following the spectrum of nature. A classroom with too much structure, as shown in the video, is not a characteristic that Piaget found beneficial for the learning of students. The teacher in this class had control of all of her students by creating set procedures or stimuli of how to answer and respond to her questions. For example, when she said "mirror" she expected the children to restate or reenact what she had previously stated. From this, the students learned to mimic what the teacher exhibited. Piaget did not believe in these excessive amounts of stimuli; he would see that this learning

Piaget believed that an egocentric child assumes that other people see, hear and feel exactly as they do. Children in the preoperational stage (description of children’s thinking between 2 to 7 years old p.169) are more egocentric than the older, concrete operational children. When a child is egocentric, they interpret the world through only what they see and assume that everyone else sees it the way they do. Thinking is based solely around themselves, labeling it as “self-centered”. Also, it’s rather difficult for a child who is egocentric to view the world in another person’s perspective (p.174). This is considered to be beneficial as the child could take away an “adaptive advantage” to it (p.175). As the child grows up to learn the complexity of life, research has shown that when information is transmitted to the child to be relevant to their self-centered perspective, it’s easily remembered than not being able to relate it to

The first difference is on the points of emphasis on the theory by the two psychologists. According to Vygotsky theory, more emphasis is on the culture as the main factor that affects cognitive development in human beings. However, Piaget theory contradicts this emphasis by maintaining his views that development happens in stages and the stages are universal, that means all children develop in the same way, that means environment, culture and social relationship have no effect on children development (Jones, & Reynolds, 1992). In summary, Piaget’s theory believes that there is uniform development of children across culture while, Vygotsky emphasizes every child different cognitive development depending on the social environment and culture.

Several years ago, an insightful and profound man, Jean Piaget, established a theory of cognitive growth during childhood. This theory was viewed as a major model for understanding the intricate steps of mental development from the thinking to understanding for a child. This theory also gave rise to the mentality that cognitive processes during childhood are not minuscule versions of adults but rather an irrational yet unique process with its own rules. Even though Piaget’s theory seems quite reasonable and logical, under the light of recent speculation his theory has been widely challenged. However, Piaget’s theory holds great impact in today’s psychology.

can put the things they observe in some sort of order the easier it is