Piaget's Development Experiments

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:

Like infants and toddlers, preschoolers grow quickly--both physically and cognitively. During the “preschool” years, development is truly integrated: The biological, psychological, and social changes occurring at this time are interrelated. A theory that will work for this stage in life is from the graph on page 22 in Exploring Lifespan Development, behaviorism, and social learning. This theory is continuous and basically, means to learn from right and wrong. This specifically pertains to this stage in life because during this time the child’s brain, gross and fine motor skills, and health are all trying to mature into the next stage in life. Children begin to learn how to interact with others around their age and how they should act. A study

As with stage four, this stage is characterized by a means/ends differentiation. The infants are no longer restricted to the application of previously established schemata to obtain a goal. They can make the necessary alterations to their schemata to solve problems; this reflects a process of active experimentation. These differences in cognition coincide with improved locomotive abilities as the child becomes more physically active. In this stage, causal inferences are still unavailable to the infant - it must see an action occur before it has any understanding of the causal relationship.

Jean Piaget's fourth stage of development, formal operational thought, begins around adolescence, which is occurs around the age of eleven. This stage refers to children who are able to conceptualize ideas that are not tangible in order to methodically draw a conclusion to solve a problem or rationalize a notion. This means they are able to logically reason through a problem by making assumptions and form hypothetical outcomes in order to deduce the best choice to successfully solve a problem. Furthermore, they are able to understand the complexities around things and form concepts that a concrete operational thinker would not understand. Concrete operational thinkers at this age only understand specifically what they can see and touch. Whereas, the formal operation stage of thinking allows children to understand concepts around specific objects and make generalizations, like filling a ball with air. Children in this stage may recognize that filling a ball with air makes it bouncy so the ball that is flat and not bouncy needs to be filled with air. A good example to compare and contrast this

There are plenty of things that I learned about human development. One of those things is that each child develops differently than one another. I learned that although a child is in the concrete stage of Piaget’s stages of cognitive development, but that doesn’t mean they’ve mastered all of the skills needed to be in this stage. I can apply this knowledge by allowing myself to teach in different ranges. For example, just because a student is in second grade, it doesn’t mean that they can do everything a second grader should do. As long as I work hard to get that student were they should be.

Child development is the study of how a child’s behavior and thought processes affect their ability to develop at the proper rate. There are many factors to be considered when referring to the development of a child as children are so easily moldable. A child starts out with a blank slate and from then on their experiences, their social groups, parents, environment and so much more will take part in how they will develop.

The centers I created focus on physical development and social development. The first center I created is a center for fine/gross motor skills. This center included a Sand and Water Table. This center has many benefits such as socially, cognitively and physically. Physically fine and gross motor skills are improved through water and sand play. Socially playing with the sand and water table encourages sharing, and taking turns. This activity also benefits cognitively by encouraging investigation and problem solving skills. The second center I created is a center for creative development. This center is an art center where kids can put on an art show with their play-dough creations. Having an art center in the classroom is very beneficial. Having

Piaget’s developmental stages are ways of normal intellectual development. There are four different stages. The stages start at infant age and work all the way up to adulthood. The stages include things like judgment, thought, and knowledge of infants, children, teens, and adults. These four stages were names after Jean Piaget a developmental biologist and psychologist. Piaget recorded intellectual abilities and developments of infants, children, and teens. The four different stages of Piaget’s developmental stages are sensorimotor, preoperational, concrete operational, and formal operational. Sensorimotor is from birth up to twenty- four months of age. Preoperational which is toddlerhood includes from eighteen months old all the

Children are not simply small adults who are still growing; they learn differently and experience the world in a variation of ways that opposes adult reasoning. Piaget’s theory on child development asserts that there are four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. Piaget also suggested that human thinking is arranged into schemes, “organized mental patterns that represent behaviors and actions” (Feldman, 2015, p. 17). These schemes are the building blocks of knowledge and experience growth through two basic principles: assimilation and accommodation (Feldman, 2015). Assimilation refers to the process in which people understand new ideas in relation to their own way of thinking and adapt, where as accommodation refers to changes in the way of thinking caused by new stimuli.

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?

There are four different stages in Piaget’s Stages of Development. The first stage of Piaget is oftenly within the age range of zero to two years and it is called the Sensorimotor Stage. This stage is the stage where children are learning more about what is around them and they learn about touches, tastes, smells, sounds, and what they see. They are also always moving and interested in everything around them. In this first stage babies also don’t know the permanence of objects and think that if they can’t see something or that it went missing that it disappeared. An example of this stage is: a baby is crawling and touching everything it sees and tries to put it in its mouth.

Jean Piaget’s Preoperational Stage greatly contributes to the cognitive development in children. The main area in the preoperational stage is make-believe play. Piaget believed that when children have make-believe playtime they are exercising and enhancing newly required representational schemes. Make-believe play is very important in children’s development because it gives a child the opportunity to engage in problem-solving, communication, and empathy. Make-believe play also encourages imagination and creativity.

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

Social development is the process of learning to interact with others and also to express oneself. Social and personality development is through social influences and representations of self and the social world. Infants develop their earliest relationships with their parents, they develop strong emotional connections with the people who take care of them. Infants develop attachments to their parents and caregivers not only because they provide care but also because these people motivate them to stay as they provide learning, guidance, security and affirmation. Social development in infancy can be seen through how they respond, a newborn baby responds to sound, a one month baby recognizes a familiar face and stops crying when lifted.

Piaget (1896-1990) express that cognitive development is an advancing reformation of mental procedures as an effect of maturation and encounters experienced in the individuals’ environment which have an important bearing on be largely concerned with the children and adolescent development. Children build a perception of the world through experiences various between what they have known and what they find out in their surroundings. Piaget(1896-1990) states that there are five important processes during children development which use to build their knowledge and information of the environment. These are schemas, equilibration, assimilation and accommodation. Schemas are mental illustration that relate to the ideas which to organise and sort out