Schema Of Practitioners And Children With Schemas

Jean Piaget investigated how children think. According to Piaget, children’s thought processes change as they mature physically and interact with the world around them. Piaget believed children develop schema, or mental models, to represent the world. As children learn, they expand and modify their schema through the processes of assimilation and

This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria for Unit 022, Understand Child and Young Person Development.

According to the online dictionary, enclosure is an area that is sealed off with an artificial or natural barrier. During the eighteenth century, enclosure was the legal process in England where a number of small landholdings were enclosed to create one large farm. British Enclosure Acts removed the previous rights of local people to rural land they had often used for generations. To the present day in Africa, enclosure removes people from their ancestral land. The lands seized by the acts were merged into individual and privately owned farms, with large, politically connected farmers receiving the best land. Often, small landowners could not afford the legal and other associated costs of enclosure and so were forced out (McElroy, 2012). Through series of Parliamentary Acts, open fields and wastes were closed to use by the peasantry. Open fields were large agricultural areas to which a village population had certain rights of access and which they tended to divide into narrow strips for cultivation. The wastes were unproductive areas to which the peasantry had traditional and collective rights of access in order to pasture animals, harvest meadow grass, fish, and collect firewood (McElroy, 2012).

A schema is a concept that organizes information. Piaget calls his cognitive development concepts schemas (Myers, 2014).

| * Explores using senses, especially sight and touch; has no sense of danger * Concentrates more due to curiosity and increased physical skills, but skill has short attention span * Follows one step instructions and/or gestured commands * Observes other people closely and tries to imitate their actions * Uses trial and error method when playing with brick, containers * Learns that objects can be grouped together

Showing us that as practitioners we much help children organize and adapt their existing schemas to help further their development.

Schema is defined as the representation of the environment, relationships, and occasions in the child’s mind (Case-Smith & O’Brien, 2010). Betty observes her surroundings and notices

Piaget was a Swiss Psychologist and is most famous for his work and research on cognitive development. He put forward the Theory of Cognitive Development and key elements in this theory include the formation of “Schemas” and “organisation”. A “schema” is an individuals thoughts and beliefs about an object or event and “organisation” refers to the ability of the child to put stages of each period (eg. Sensori-Motor Period) into a logical order (Miller,

Psychologist Jean Piaget (1936) believed that children are ‘active learners’ and that they are able to grasp concepts by advancing through four stages of cognitive development, these are; the sensorimotor stage, the preoperational stage, the concrete operational stage and the formal operational stage. These four stages of cognitive development are very similar to constructivist Jerome Bruner’s (1960) three modes of representation (as his ideas stem from those of Piaget). Bruner’s three modes of representation are; enactive (action based) - this involves encrypting action based information and storing it mentally in our memory, iconic (image based) – in this mode of representation, information is stored visually, symbolic (language based) – in this mode, information is able to be stored in code and symbols. Once you reach this mode of representation, actions as well as images stored in our memory

Through discovery learning a child appears to develop a more-or-less accurate cognitive model of the world.

A central concept in Piaget’s theory is that of the schema. It is defined as an internalized representation of the world or an ingrained and systematic pattern or thoughts, action, and problem solving. Our schemata are developed through social learning or direct learning. Both processes involve assimilation, which is

Cognitive development approach describes Darlene’s behavior by way of schema. Schema is the way in which we mentally categorize things we have learned. By age 2 ½ she would have learned that she is a girl (gender identity). Her parents then would further shape this knowledge (schema) by giving her the gender- specific toy (i.e. the doll). At this age Darlene would also be in school and watching more television, which would also play a vital part in shaping this schema. If she were to step outside of the gender-stereotypical roll of doll playing she would be subject to bullying and segregated from her female counterparts. The Television would place in mind that dolls are only for girls via commercial advertisement.

Piaget argued that cognitive development is based on the development of schemas.

Schemas are detailed cognitive networks stored in long term memory. They organise and relate information from past experiences to represent an individual’s construal of different objects and events (Eysenck & Keane, 2015). Similar cognitive networks about oneself are self-schemas. According to Markus (1977) these guide self-related actions and behaviour, and form self-concept. This knowledge is important for improving oneself, building self-esteem, and striving for success (Suls & Wheeler, 2011). The initial development of schemas and self-awareness is thought to occur in childhood; detailed in Piaget’s Stage Theory (Piaget, 1976). Rather than exploring child cognitive development, this essay will discuss some of the theories of individual self-schema development and some ways they are maintained under threat.

Understanding the implications and obstacles of schema theory is integral to the appropriate application of cognitive development procedures for teaching.1 Knowledge acquisition requires that teaching methodologies are chosen with consideration towards differing cognitive and schematic variables 2such as ' personality typologies,developmental stages and dispositional tendencies '.(Altbach, Arnold, & King, 2014, p.296) .By looking at a variety of influences a child’s environment and previous experience has on cognitive development we can begin to understand how catering for these differences positively impacts teaching in a diverse classroom.3