Reasoning And Problem Sloving Affect The Development Of A Child

In Piaget 's concrete operations period the key development of this is the acquisition of operations, which are mental representations of dynamic and static aspects of the environment. Here children not only master the static states, but also are able to represent transformations. The importance of concrete operations can be identified in understanding of three types of conservation: liquid

From the age of seven to about eleven, children become capable of performing mental operations or working through problems and ideas in their minds. However, they can perform operations only on tangible objects and real events. Children also achieve conservation, reversibility, and decentration during this stage:

The sensorimotor stage infants develop their schemas through sensory and motor activities. Followed by the preoperational stage where children begin to think symbolically using words, to represent concepts. Next concrete operational stage children display many important thinking skills, like ability to think logically. Finally, formal operational stage young adolescences formulate their operations by abstract and hypothetical thinking. Piaget’s theory provides ample and insightful perspectives, so it remains the central factor of contemporary

His views of how children and young people’s minds work and develop have been enormously influential particularly in educational theory. His particular insight was the role of maturation and increasing the capacity to understand their world, they can’t undertake certain tasks until they are psychologically mature enough to do so. The research has spawned a great deal more, much of which has undermined the detail of his own, but like many other original investigations his importance comes from his overall vision. Today Piaget’s theories have helped to change how people viewed the child or young person’s world and the way they study them he has inspired many theorist to improve on his studies. Piaget’s ideas have been of practical use in understanding and communicating, particularly in education. What he didn’t consider was the effect in the

For Piaget (1973), there are stages in human cognitive development, which culminates with the stage called formal operation beyond which early adulthood sets in. According to Piaget, this level of cognitive development is marked by a shift from concrete operation thinking to a capacity for abstract reasoning. At this stage the adolescence focuses less on the immediate concrete world and begins to develop and conceive abstract concepts like justice, politics, and history etc. According to Piaget, the adolescent stage begins approximately at 11 years.

The Piaget's stage theory of cognitive development is also known as the stage theory. It introduces that, in the expansion of our thinking, we act through an organized and certain sequence of steps. However, the theory focuses not only on compassionate how the children obtain knowledge, but likewise on the discernment of the substance of intelligence. According to the Piaget’s theory of cognitive development, there are two stages in the thinking pattern of a 3-year old preschooler and 9-year-old student. They are the preoperational stage for the 2 to 7 year old and the concrete operations stage for the 9 year old. The preoperational stage (three years old preschooler), this is where a new child can intellectually perform and signify to the objects and issues with the quarrel or the images, and they can act. The concrete operations (nine year old student), where a child is at the stage and deliver the ability to maintain, reserve their thinking, and analyze the objects in conditions of their many parts. However, they can also assume logically and understand comparison, but only about the concrete events.

C. regard children as active beings who modify their own thinking in response to environmental demands.

Jean Piaget was a theorist who studied child development; one of the many aspects of early childhood Piaget studied was preoperational thinking. Preoperational thinking usually occurs from ages 2 through 7 according to Piaget. It’s when a child is not able to think logically and perform activities that require logic. In other words, a child is not yet ready at this stage, to reason many situations. Piaget created many experiments that could help educators observe and detect the stages and levels of thinking of different children.

The second stage of development throughout piaget’s stages, is the pre-operations stage. Children from the ages of 2 – 7 years of age go through this stage. During this stage, children's cerebration processes are developing, although they are still considered to be far from 'logical thought'. The vocabulary of a child is additionally expanded and developed during this stage, as they transmute from babies and toddlers into 'little people'. During the pre-operational stage of a child’s development, they are not able to consider things from their own point of view, and imagine that everyone shares this view with them, meaning they are ‘ego centric’. Progressively during this stage, an evident amount of 'decentering' occurs. This is when someone

furthermore, his/her actions and vision tends to its logical because the mind began to work. Piaget believed that children begin to symbols to represent events or objects in the world at early representational thought. In addition, I got to observe children in pre-adolescent and early teenage stage, and I saw them were asking many important questions such as what, who, how, when, and why, these are basic questions and phrases to encourage imagination and for re-think about the objects. I believe that it is extremely useful way to expand, deepen, motivate, and sharpen teens thinking because asking many questions about objects and trying to discern its characteristics helps to increase the self-consciousness and a form of conceptualization and cognition for high level thinking in Bloom’s taxonomy that help teens to have better understanding about objects and build their knowledge. Also, through my observation I have seen that at teens ages a child begins more sensitive in his/her

When a baby is born, the baby’s brain contains billion of neurons that will grow into neural synapses. These neural synapses, in turn, turn into “skills” such as learning how to hold a bottle, how to write or draw, or how to ride a bicycle. These skills require hardwiring so that the skill can be learned and embedded in the brain. The phrase “use it or lose it” closely ties to a young child’s brain synapses that are not wired together through stimulation are lost throughout adolescence. A child’s brain is more susceptible to this loss than an adult because their brain is still raw. A child’s brain is like building a house—it needs to have a foundation and experiences and interactions to help build the structure. When a child is given love and language-enriched experiences, the child will be able to acquire language, reasoning, and planning skills, because the child’s brain synapses are wiring together.

Education has evolved in so many ways. As a teacher, I have often wondered about my current problem solving skills in relation to my students and how these skills develop through growth. Does problem solving develop as a result of maturation or development based on ages? Problem solving is an aspect of cognitive development, therefore one can assume it develops as children develop. It is evident that teachers and other adults may think of problem solving in mathematics when they hear the words problem solving. I was one of these individuals. I thought of problem solving as understanding and analyzing math word problems, however, it entails so much more. Having well developed problem solving skills or the lack of these skills can impact all areas of life, from in the workplace, within yourself, or in a math class. In order to fully understand the development of problem solving skills in adults, researchers have completed several studies on young children and how cognitive development affects their problems solving ability. The research in this paper seeks to understand what problem solving is, why it is important, how problem solving skills are developed, and the diseases or disorders that may affect problem solving.

Cognitive development theories are the development of thought processes and how these thought processes influence our understanding of the world around us. A major figure in cognitive development theory is Jean Piaget. He transformed the way we look at child development by introducing the idea that children think differently than adults. Piaget 's stages of cognitive development look at the sequential steps that take place in children 's intellectual development. Jean Piaget’s (1896–1980) work paid particular

The second domain that describes children in middle childhood is cognitive development. Unlike physical characteristics, cognitive development emphasizes on mental development of children. Cognitive development consists of information processing and language (Santrock, 2008). In the aspect of information processing, developments of memory, thinking and metacognition are experienced by children in middle childhood (Santrock, 2008). According to Papalia et al. (2009), the efficiency of working memory of children during this stage improves substantially. This means that they are able to make calculation, organize information into groups, and repeat and reverse at 5 or more numbers that they heard. Besides, children in middle childhood are able to think critically, deeply, and think in different dimension of the task during middle and late childhood (Eccles, 1999). According to the concrete operational stage in Jean Piaget’s theory, operational thinking of children in middle childhood includes four aspects which are logic, decentration,

Children’s early interactions with the environment are strictly sensorimotor. With increasing experience, children expand their cognitive structure, enabling them to better adapt to the increasing number of situations they encounter. The gradual decreasing dependence on the physical environment and the increased utilization of cognitive structures is called interiorization. (Olson & Hergenhahn, 2009) As the cognitive structure grows and develops it makes more complex problem solving possible. As the process of interiorization continues, the child’s adaptive response becomes more covert; Piaget called these actions operations (thinking). The most important characteristic of operations is it is reversible. Once something has been thought it can be undone or “unthought”. As a child’s cognitive structure develops, thinking becomes more important. In early childhood, the use of operations depends on