Question III-B: Explain the philosophical, historical, and sociocultural influences on contemporary educational theory and practice. As educators, we have our own ideas about teaching and learning but we still have pioneer mentors who contribute to the development of our teaching philosophy. These pioneers developed constructive ideas about schools, curriculum, and the methods of instruction we continue to use in today’s classrooms (Ornstein, 2008). It is crucial that we understand the philosophical, historical, and sociocultural influences as we develop curriculum that is relevant and applicable in today’s educational settings. There are many pioneers who have shaped today’s classrooms, but several have been significant contributors. …show more content…
According to Piaget, intelligence develops in four stages beginning at birth with the sensorimotor stage and ends with the formal-operational period in early adulthood (Ornstein, 2008). During this first stage children explore their immediate environment by using their senses to construct simple concepts of space and time. As they move through the four stages of development children will constantly be reconstructing and repatterning their view of reality (Ornstein, 2008). Once they have completed the last stage, they will be able to understand and interpret space, historical time, and multiple cause-and-effect relationships; they will also be able to construct possible plans of action based on multivariate thinking (Brainerd, …show more content…
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Piaget claimed that children were in charge of the construction or the building of their own knowledge and that construction was superior to instruction (Gordon and Browne, 2004). Piaget thought that educators should provide a stimulating environment and have the children explore. Teachers should watch and also interact with the children, but they should let the children find and experience new ideas and knowledge on their own. (Crain, 2005)One of Piaget's major contributions is what is known as the general periods of development. He found four major general periods or stages of child development (Crain, 2005, p. 115): Sensorimotor Intelligence (birth to two years). Babies organize their physical action schemes, such as sucking, grasping, and hitting. Preoperational Thought (two to seven years). Children learn to think but their thinking is illogical and different from that of adults. Concrete Operations (seven to eleven years). Children develop the capacity to think systematically, but only when they can refer to concrete objects and activities. Formal Operations (eleven to adulthood). Young people
Piaget’s theory was introduced by Jean Piaget who established four periods of cognitive development. The four stages are; Sensorimotor, Preoperational, Concrete Operational, and Formal operational. The sensorimotor is the first stage and begins when the child is born and proceeds until the age of two years. The second stage is the preoperational stage and begins with the child is two years old and continues until the child reaches six years of age. The concrete stage is the third stage and begins when the child is six years old and proceeds until the age of 11 years old. The formal operational stage is the fourth stage and
At the centre of Piaget's theory is the principle that cognitive development occurs in a series of four distinct, universal stages, each characterized by increasingly sophisticated and
Everyone has, at one point in time, been taught how to do something. Whether it is how to tie one’s shoes or how to do long division, teachers have been around to help people learn forever. Teachers are an integral part of today’s society, and they will continue to be an outstanding asset in the lives of all the students across our country for centuries to come. Because of teaching’s impact on today’s world and children, I chose to interview my former North Allegheny GOAL teacher, Mr. Dan Williams for my Honors American History GREEF project.
The teachers profiled in “Unforgettable Miss Bessie”, “My Favorite Teacher”, and “And the Orchestra Played On” are remembered and admired by the narrators. Miss Bessie, Miss Hattie, and Mr. K. possessed significant qualities that made them remarkable educators. They inspired and encouraged students. They only wanted the best for their students and prepared them for their futures, enabling them to overcome difficulties in school. Besides the content of their subject matter these educators their taught students to believe that their lives and future all depends from themselves: whether they would choose the clean asphalt road or dirty, bumpy one.
According to Flavell (1982) and Siegal (2003), they argued that although Piaget’s theory has had great reach and significance, it has encountered criticism of some aspects of it. Problems with his theory have gradually surfaced.
Working with Mr. Clapp’s 6th grade classes has opened my eyes to the real world of teaching. I started out with some setbacks and learned from them. Then, I went into a stream of comfort and success
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research - An Introduction (A. E. Burvikovs & E. Reily Eds. Pearson International Edition, 8th ed.). Boston: Allyn and Bacon.
While Maria Montessori expressed multiple convincing theories regarding the education of children that included ideas such as sensitive periods, the role of independence and a planned environment in the classroom, some theories contradicted each other and in practice. She compiled her beliefs into a Montessori Method that described how to teach young children in a way that fulfilled their full potential. McClure’s magazine recognized Montessori as a “wonder worker in education” (Tozier, 1911). This paper aimed to address Montessori’s creation of the first Montessori school that incorporated many of her beliefs while uncovering contradictions in her work. Maria Montessori influenced the education of children and developed a clear
The Montessori system of education was developed during the first half of the 1900’s by Dr. Maria Montessori as a result of her extensive research observations and experimental testing (Lillard, 2005, pp. 16-18). Dr. Montessori was of the belief that children contain an innate desire to learn and her research showed that, when given the
Jean Piaget, great pioneer of development psychology, is known for being one of the first to figure out that children function a lot differently than adults. He believed that children are actively processing their understanding of the world as they grow and that this happens in different stages, which led to the cognitive development theory. Piaget proposed 4 stages of cognitive development, which refer to the sensorimotor stage (0-2 years), the preoperational stage (2-7 years), the concrete operational stage (7-11 years) and the formal operational stage (12+ years). The age period at which each stage takes place is approximate. One has to complete the present stage to be able to go to the next. Every child will not complete the stage during the stated age bracket. In fact, some of them may never
Many questions have been raised regarding the legitimacy of Montessori schools and the capability of students to effectively learn the same amount of information as those who attend regular schools. Then again, there are also people that swear by the unconventional, self-directed ways of a Montessori school. These types of schools were founded by Maria Montessori with the sole purpose of providing an innovative learning experience for young students instead of the traditional learning style that is highly regarded by most of the US population. A Montessori classroom setting includes integrated age groups, lengthened periods of time dedicated for discovery, and the absence of grades or tests.
Jean Piaget is one of the pioneers to child development, he was an important factor in the growth, development and one of the most exciting research theorists in child development. A major force in child psychology, he studied both thought processes and how they change with age. He believed that children think in fundamentally different ways from adults.. Piaget’s belief is that all species inherit the basic tendency to organize their lives and adapt to the world that’s around them, no matter the age. Children develop schemas as a general way of thinking or interacting with ideas and objects in the environment. Children create and develop new schemas as they grow and experience new things. Piaget has identified four major stages of cognitive development which are: sensorimotor stage, preoperational stage, concrete operations, and formal operations. According to the text here are brief descriptions of each of Piaget’s stages:
The fourth stage of Piaget’s Cognitive Stages of Development is the Formal operational stage. This stage is normally reached at age 11. These children are usually able to logically use symbols related to abstract concepts, such as algebra and science. These children can think about multiple variables in systemic ways, form hypotheses, and consider possibilities. Although Piaget believed in lifelong intellectual development, he insisted that the formal operational stage is the final stage of cognitive development, and that continued intellectual development in adults depends on the accumulation of knowledge (Shroff, 2015).
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.