Based On Appendix Gesell's Theory

The teacher could place two cups that have the same amount of liquid in the cups but because one of the cups is taller than the other the child is going to think the taller glass has more liquid in it. The third stage is the concrete operational stage which occurs during ages seven to eleven. The term concrete operational means the child can reason only about tangible objects presents. So the child can conserve and think logically but only with practical aids. Thinking becomes less egocentric with increased awareness of external events. The fourth and final stage is the formal operational stage which occurs during ages eleven to fifteen. This stage focuses on hypothetical thinking and scientific reasoning. Piaget believed that only children can learn when they are ‘ready’ to learn. He also believed that development couldn 't be ‘sped up.’ Piaget believed that children learned through the resolution of disequilibrium (self discovery, active participation). He believed that teachers should ‘bend’ to children’s needs, provide an appropriate environment, promote self discovery, exploratory learning, self-motivated learning, and set challenges to existing schemes.

This theory focuses solely on children’s cognitive development so that is both a strength and a weakness as it gets an in-depth understanding of children’s cognitive processes however it cannot be generalised to adults. Another strength of this theory is the fact that it can be applied practically within the real world, especially in regards to education as it means children can be taught based upon their developmental stage. It is extremely useful in that sense as it is nomothetic so it can be applied to larger population. The theory contains both continuous and discontinuous, it is discontinuous as it contains distinct hierarchal stages. It is good in one sense as it allows professionals to see if a child is meeting the stages and if they do not action can be taken. At the same time it can be disadvantageous as professionals, such as teachers may not push a child to reach their full cognitive capabilities as they have met the criteria for their age. At the time this was quite revolutionary as children were once considered “little adults” that only has a slightly less mental and developmental capacity. Therefore they may not have learnt as effective as they could, as they may have been taught above or below their capacity. However with that said it has been suggested that his stages of

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.

After his granduncle, Julius Caesar, was assassinated by a group that did not want Caesar to be an absolute ruler, Octavian (63 B.C.E. - 14 C.E.) and two others defeated that group; however, their alliance felt apart. In 31 B.C.E., Octavian successfully took over the other two to gain control of Rome, ending the civil war. As the ruler of Rome, he took the name of Augustus which means "one that is blessed by the god in rulership over Rome" (Cohen) and adjusted Rome's political system by turning Rome from a Republic to an Empire. So to what extent did the Roman Empire transform after the civil war in 31 B.C.E.? According to Augustus: Res Gestae which was written by Augustus himself, Rome's transformation is portrayed by his accomplishments that

Many factors influence children’s development as well as that massive amount of development theories that elaborate on why children do certain things, why children have developmental disorders, or even why some children have developmental delays. Although there are many theories regarding children development and how they are influences, theorist make some great points in the child development but with any theory come flaws such as developmental issues. Famous theorists Freud, Erikson, and Piaget all have different ideas on this topic. Freud was a psychiatrist who believed in unconscious activity of the mind. Erikson was a developmental psychologist who believed that the mind developed in a series of stages, and Piaget was a clinical psychologist who believed in cognitive development. Theorists such as Sigmund Freud, Jean Piaget, and Erik Erikson discusses how their individual theory influences the make-up of the development of children.

For the Test of Early Mathematics Ability, Korben had a Math Ability Score of 83 and a percentile rank of 13. This is considered to be in the Below Average range. Korben’s strengths on this test are showing a

ages 7 to 11. This stage the child learns logical thought but still struggle with abstract

War is never seen as something that can only be viewed from one particular point of view. Rather, there are many different points of view and perspectives people can take into thinking about war, as through the scope of mediation. Mediation is looking at certain things in particular ways through aspects like point of view, relation to the event, and translation during the author’s time. One example of looking through something with mediation is Magdeburg mayor Otto Guericke’s view accounting the sack of Magdeburg. Guericke represents a first hand perspective of what happened, because he was actually there and witnessed the destruction personally. Evidence of this is the way he describes destruction, by saying, “The soldiers began to beat and

In the preoperational stage, the child should be able to do physical problem solving. I told Jeremiah if he wanted to make a peanut butter sandwich and he said yes. When we had everything on the table to get started he realized he didn’t reach the table. He then grabbed a stool to step on and was now able to reach the table. He demonstrated physical problem solving. The next cognitive skill I assed was the ability to understand conservation. According to Piaget children at this age aren’t able to

After my original reading of the Bible I thought about how many times Abraham and his son could tell people that their wife was really their sister (cf. Gen 12:19; Gen 20:2; & Gen 26:7). I thought King Abimelech of Gerar could have seen something coming after all it happened to him twice! But, then I remembered after reading the secondary text that I need to think more superficially as opposed to “wow that happened three times” more accurately it could be really really important. I do really agree with what was said in the secondary text, “Interestingly, what did or did not happen to Sarah in the royal harem receives more attention from scholars than it does from Abraham” (Exum 142). That made me really think about what the text says and

In Teitelbaum and Geiselman study Cross- race recognition was examined over black and white faces where the applicants consisted of whites, blacks, Latinos, and Asians. It is said that people of the same race are more likely to recognize faces of their own race rather than people of a different race. However when adding moods such as pleasant and unpleasant it was easier for the participant to recognize the faces when they were in an unpleasant atmosphere. Likewise when adding moods whatever mood is portrayed in that person, that is most likely what the participant would remember. This study most likely describes the availability heuristic, in which it is the process where we easily access the most accessible memories. For example, if we are

Stage four is the latency stage, or the school-age child from about six to twelve. The task is to develop a capacity for industry while avoiding an excessive sense of inferiority. Children must "tame the imagination" and dedicate themselves to education and to learning the social skills their society requires of them. At this stage, the parents and other family members are joined by teachers, peers, and other members of he community at large. They all contribute: Parents must encourage, teachers must care, peers must accept. Children must learn that there is pleasure not only in conceiving a plan, but also in carrying it out. They must learn the feeling of success, whether it is in school or on the playground, academic or social.

In the concrete operational stage between the ages of seven and twelve, children become capable of logical thought, they also start to be able to think abstractly. However they are best suited to visible or concrete objects and things they can see (Lee and Gupta). Once the child has reached the formal operations stage from twelve years onwards it becomes more practiced at abstract processing, carrying out problem solving systematically and methodically thus completing the cognitive development process.

And last but not least the fourth says “Acceptance of individual differences in developmental progress. Piaget’s theory assumes that all children go through the same developmental sequence but that they do so at different rates. Therefore, teachers must make a special effort to arrange classroom activities for individuals and small groups of children rather than for the total class group. In addition, because individual differences are expected, assessment of children’s educational progress should be made in terms of each child’s own previous course of development, not

Gesell’s theory is a positive aspect to physical development as it gives practitioners, parents and other family members more of an understanding of genetics and how genetics can affect a child’s rate of physical development, by giving people more of an understanding, they can plan and carry out activities that is suitable for the rate of the child’s development to encourage it. Gesell believed that early childhood development is mostly down to heredity and genetics however nurture such as the environment also has a huge effect on the a young child’s or baby’s physical growth and development. In my own opinion, I think that Gesell’s theory of maturation plays an important part in a young child’s physical growth and development and I think that Gesell’s theory is correct to a certain extent, what a child inherits from their parents can determine the rate in which they develop and the order in which they reach their milestones because if a child inherits a genetic disease or condition such as cystic fibrosis then they will not reach as many milestones as a child who does not have the condition, their rate of development will also be slowed down as the child will not be able to do as many physical activities as a child who does not have the condition, however even if a child inherits cystic fibrosis they will still have more of an opportunity to enhance their physical development if their parents interacts with them and carries out physical activities with them than a child whose parents who doesn't encourage development and growth.