Comparing Piaget's Theory And Child Development

Jean Piaget is a key figure for development, focusing on cognitive constructivism – that being that we must learn from experience and development, building on knowledge that has already been developed. The strengths and weaknesses of Piaget 's cognitive development theory will be discussed.

Kolodny, N, J, 2004, The beginner’s guide to eating disorders recovery, Gurze Books, Carlsbad, CA

Children's development depends on many factors. Some people believe that children have an innate talent to learn, but others are convinced that kids are able to learn because of getting good tools. So there appears the question if it is a nature or a realisation? We can spot some theories:

believe that everything is about them; they have an egocentric view of the world. Piaget’s

According to Piaget (1929, 1954, 1963), the process of adaptation helps us to understand how a child constructs his/her world. Taking Piaget's theory of Cognitive Development with particular focus on the Sensori-Motor stage of development, I am going to discuss how understanding this stage might influence me when working with a baby as a nursing student in the future.

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.

For example, an infant’s sucking will led to where an infant will unintentionally touch his fingers to his mouth, which will later develop into a purposeful and reproduced incident of sucking his thumb, this is known as a primary circular reaction. Another primary circular reaction is the development from grasping to when an infant will open and close their hands in front of their face for visual appeal; unfortunately infants with visual impairment are unable to visually stimulate themselves in this manner. Secondary circular reactions make stimulating things occur externally from one’s body by means of purposeful movement. For example, a child accidentally hits a mobile causing it to move; a typical child will continue to hit the mobile when he has figured out that it was he who caused the desired movement. Children with visual impairments lack the visual information to determine the self-created movement; therefore there is a lack of motivation to repeat the behavior. Tertiary circular reactions which usually occur between twelve-eighteen months of age are evident when children experiment with objects to determine their use, an example in the video is when a young girl was playing with a teething ring. The girl experimented with the teething ring to determine if it was a crown, necklace and earring before deciding to use it as a bracelet. Children with visual impairments may lack the knowledge of body concepts to experiment with items in such a way. The acquisition of object concept and permanence occurs throughout the sensorimotor stage.

Meltzoff suggests that the theory of infant and toddler cognition needs to be updated because Piaget’s theory doesn’t align with empirical evidence. Evidence suggests that infant and toddler cognition development occurs early than previously thought. Additionally, the interconnection between visual input, proprioception, and infant behavior is supported by this evidence. In contrast, Piaget’s theory involves a separation of development through various time frames. Overall, Piaget’s theory fails to accurately depict normal development when compared to data on infant and toddler

There is a theory by Piaget in where he describes the many stages of child development to adulthood. There are two stages in the thinking pattern of a three year old preschooler and nine year old student. The first stage is the preoperational stage for the two to seven year olds then there is the concrete operations stage for the kids that are nine years old. When kids are three years old they are in the preoperational stage in which a young child can mentally represent and talk about certain objects even events with words or pictures. They have a little imagination where they are able to pretend. With a lot of imagination and pretending they aren’t able to conserve, logically and won’t be able to consider a lot of different objects. While

The environment for the activity would be for one of our facility members to observe the child in their recess or lunch break. They will pose as a staff member for their school with the permissions of the board of education to complete our research.

The physical development of grade 5 children are as expected as what was described in the theories, girls are taller than boys, and they gain more privacy as they pay more attention to their own hygiene (Hockenberry, 2014a). Piaget’s cognitive development theory also mentions that the third stage is characterized by remarkable cognitive growth as children’s development of language and acquisition of basic skills accelerate dramatically (Jenkins, 2013). Children did sums and minus, read books and write homework. One boy summarized the content of a comic book to me in an organized and detailed language without any assistance. As a nursing student, my intervention based on the theories and observations will focus on teaching them skills of listening,

One of Piaget’s key concepts within his cognitive development theory is that learning is a result of a child’s exploration of and interaction with the environment. In which, the child, independently, will learn and play. Piaget as a result of this coined young children as “lone scientists” as they learn independently and at their own rate and didn’t identify that the child needed any teachers or adults in developing cognitively. In short, this concept argues that children are exploring the worlds themselves so that they alone can make sense of the world. He argued that learning is not something that is done to the learner, but is something that they each engage in themselves.

Piaget’s Theory of Cognitive Development is a theory built upon stages in the development of children. Each stage in this theory pertains to specific age ranges, and involves cognitive achievements and limitations distinct to that age. The theory attempts to depict how children understand the world throughout their development. Though the theory follows an age range with certain the theory itself should not always be seen as concrete (Bibace, 2013). Piaget’s theory of cognitive development can be used in classrooms around the world to have an underlying understanding of a child’s development based on their age. Piaget’s theory can also be used to help identify developmental delay in children compared to their peers at similar ages

Focusing on children’s development and developing a proper classroom and lesson plan well help you to properly prepare and help each student in your center. Throughout this paper we will summarize Piaget’s Stage Theory, identify and describe the developmental characteristics of the age group of 2-4 years old, design and describe the physical layout of facility or classroom that aligns with Piaget’s Stage Theory, and create an activity for each developmental domain.

According to the Slavin, “Piaget’s theory of cognitive development proposes that a child’s intellect, or cognitive ability, progress through four distinct stages” (Pg. 25). The stages are Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage, and Formal Operational Stage. Savage would be in the Formal Operational Stage since he is 11-years-old. The text states, “with the formal operational stage comes the ability to deal with potential or hypothetical situations.” In the Formal Operational Stage, children’s thinking begins to form the characteristics of an adult. Savage exhibited these characteristics by being able to explain his future career goals. Savage developed a plan to be an athlete in the NBA and MLB at the same time. I think Savage is in the Formal Operation Stage because he was “able to think abstractly and to see possibilities beyond the here and now” (Salvin, 2017, pg. 29).