Graduation Speech : My Experience At The Front Of The Entire Class

In current educational psychology, both the works of Jean Piaget and Lev Vygotsky have become prominent in an understanding of developmental cognition in childhood (Duchesne, McMaugh, Bochner & Karuse, 2013, p. 56). Their theories are complimentary and provide a more rigorous comprehension of childhood development (Shayer, M., 2003, p. 465). Their varying principles are applicable to many situations concerning the development of children. The focuses of Piaget and Vygotsky on the ways of childhood development differ. Piaget was focused on the four developmental stages of cognitive growth in his Theory of Cognitive Development, whilst Vygotsky’s principles were based on development in a societal manner with his

* Read an alphabet book. Ask children to point to the letters and say their names after you.

It was not the voice they were familiar with to greet them. They had almost come to expect Mom’s warm, quipped voice, or perhaps Mrs. Fletcher’s sweet, pitched calls, given how many times it had happened in the third grade. They remembered the hot embarrassment of having her repeatedly yell to them in the middle of class, of having students snicker as their slow, sluggish returned to the present.

Jean Piaget, a Swiss psychologist, made substantial findings in intellectual development. His Cognitive Theory influenced both the fields of education and psychology. Piaget identified four major periods of cognitive development: the sensorimotor stage, the preoperational stage, the concrete operations stage, and the stage of formal operations. The preoperational stage includes children two to four years of age and is characterized by the development and refinement of schemes for symbolic representation. During the preoperational stage lies, what Piaget coined, the intuitive period. This phase occurs during the ages of 4-7 and during this time, the child’s thinking is largely centered on the way things appear to be rather than on

Since I was very young, I have had a strong passion and fascination with words, an interest that was especially encouraged by family and developed through a variety of mediums. Like most babies, my first word was rather simple: “Da-dee” (“Daddy”). When learning my alphabet and numbers, my mom would play popular kid shows of the time, including “Sesame Street” and “Arthur,” on television and on audio tapes in the car. In addition, I enjoyed singing along with various Disney tapes and childhood favorites, such as Barney, Raffi, and Peter, Paul, and Mary. “I suppose you could say I was the ‘gatekeeper of my children,’” Mom recollects. “Without a doubt, I preferred for them to listen to musical tapes that were both educational and fun and believe it or not, if we listened to a tape plenty of times, I would actually start to sing along, too!” she laughs. When I was able to start formulating short phrases and sentences,

Many advances in cognitive development are seen throughout early childhood. Both Piaget and Vygotsky contribute theories which attempt to explain the background and development of these

As I unlocked my jaw from my mouth, nothing came out. The director and the instructor stared at me with open jaws. They weren’t able to take me in because I had lost my voice. I was the quiet 14-year-old, who lost the ability to sing falsetto anymore. My only strength was my baritone voice, but the choir, at the time, did not start a boy choir in their choir yet. I auditioned yet again, but the same result happened; however, this time, they had troubadours for me to start my life in choir: The choir that is called the South Bay Children’s Choir (SBCC)

It took me until the end of seventh grade to get my voice back, when I couldn’t just sit by and let my friends tell me, “Anna, you’re not as smart as people give you credit for,” one more

The teacher will repeat this process three times to allow the students to memorize what has been sung. Once memorized the students will sing back what was sang to them. The teacher will then write down the letters G G F F E E D on the chalk board. The teacher will then sing the letters using his hand to show the different intervals three times so the students will memorize what has been sung. Once the students sing the song with the correct letter names they will be instructed to play the second part of the song on their

Once upon a time there lived a 15 year old girl named Zoey Daniels. She lived with her mom, dad, and little brother Jay. There is one thing she is afraid of ...SINGING! Zoey has a beautiful voice but no confidence. Zoey goes to school every morning with her best friend Kalyn. Kalyn knows about Zoey secret talent. One morning Principal Smith announced to the entire school that there would be a “Talent Show” on Halloween. Kalyn said,” Zoey, you should sign up for the talent show. You have an amazing voice, you will surprised everyone.” Zoey said,”Everyone... even …even .?! Kalyn said,” Yes, even Jackson (with a sly smile). Zoey then thought to herself,” No no no no no no no no no no!” I can’t do that was all she could think ! What if everyone laughs at me?

“Where did you learn how to do that?” my friend Naomi later asked, shock still exuding her face. I laughed, but I was unsure myself – for as long as I have known, I have had the ability to burp the ABCs. At small talent shows and social gatherings, my ability surprises many – seeing and hearing a 5 foot-tall, tiny Asian girl belch the classic kindergarten song is unusual, to say the least.

Go! We tear through the red starting line into the light rain. Then around the corner back into the seventh and eighth grade wing of the building. First stop: Mrs. Kuehlke’s room. In her room we got partners and mouthed directions to each other. It wasn’t too difficult, but it was very eye-opening to how difficult it is to communicate while having a speaking disability. Afterwords we went to Mrs. Tyvoll’s room. In her room we had to dress and undress ourselves with only one hand. I wasn’t very quick but I was very successful. On too our third and final stop: Mrs. Flim’s room. This activity was easily the hardest. There were two messages on the board and we had to write them with our non-dominant hand and then our mouth. It was the hardest because

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.

For this paper I will be exploring Piaget's theory of cognitive development. Swiss Psychologist Jean Piaget, theorized that children progress through four key stages of cognitive development that change their understanding of the world. By observing his own children, Piaget came up with four different stages of intellectual development that included: the sensorimotor stage, which starts from birth to age two; the preoperational stage, starts from age two to about age seven; the concrete operational stage, starts from age seven to eleven; and final stage, the formal operational stage, which begins in adolescence and continues into adulthood. In this paper I will only be focusing on the

Jean Piaget, a cognitivist, believed children progressed through a series of four key stages of cognitive development. These four major stages, sensorimotor, preoperational, concrete operational, and formal operational, are marked by shifts in how people understand the world. Although the stages correspond with an approximate age, Piaget’s stages are flexible in that if the child is ready they can reach a stage. Jean Piaget developed the Piagetian cognitive development theory. Piaget’s theory of cognitive development proposes that a child’s intellect, or cognitive ability, progresses through four distinct stages. The emergence of new abilities and ways of processing information characterize each stage. Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.