What Is Piaget's Appropriate Operational Under Moral Development?

The human development is a life long process that shapes and forms the manner in which a person is molded into the individual that he or she becomes during and at the end of their being. There are several stages of life where the person learns and or is instructed to become that will affect how they interact positively or negatively with the world and those people in it. This paper will focus on the stage that is described as Middle Childhood, during the age span of six to twelve years of age. This paper will also touch on aspects of the older age range considered to be Early Adolescence. During these stages of life, the person is incredibly shaped by the parent or parents’ expectations that are set on the child/children parents beliefs of

Human development refers to the processes of change and stability throughout human life. The early stages of development in children are important in their life span. Children in middle childhood are those who are in the age between 6 to 11 years old. Most children in middle childhood start their formal education in primary school. In this stage, they have more opportunities to expose themselves to people and environment they had never known. In general, children in middle childhood are characterized by 3 major domains which are physical, cognitive and psychosocial (refer to Figure 1 in Appendix 1).

In this essay, I will discuss my experience during middle and late childhood. I will address three stages which are the physical, cognitive, and socioemotional development. The physical development consists of body and brain growth, health issues, and motor skills. The cognitive development consists of language, memory, and attention. Socioemotional development is based on relationship, employment, and personality.

Adolescence (12-18 years of age) stage in human development is the period between puberty to legal adulthood. During this transitional stage physical, emotional, intellectual, social and psychological changes occur. This essay will discuss about some transition on socio-cultural and cognitive aspects as well as two normative and a non-normative events occurring during this stage. Erikson’s theory of social development and Piaget’s theory of cognitive development has been used in this essay to discuss the transitional aspects of the adolescence. This essay further discusses about self identity and self esteem and their impact and various aspects contributing to the nursing standards for practice.

At the age of 6 years old, a child would most likely experienced the school system which would include pre-school and kindergarten. There are many physical, cognitive and social changes that are happening in middle childhood development. This paper will examine what these changes affect the child’s ability to function in society. This analysis will focus on the normal course of development in middle childhood as it applies to the theorist Erik Erikson’s Psychosocial Stages and then give examples of what may happen if the developments are not carried out.

The essay is going to introduce short overviews of Piaget (1926) and Vygotsky’s (1978) theories to indicate their different approaches when considering cognitive development. Piaget (1926) developed a constructivist theory which is the basis for the other cognitive development theories that followed. He proposed the definition of schema which refers to children’s construction of shaping their thought and actions through the set of cognitive processes as assimilation, disequilibriums and accommodation. When encountering new experiences, children try to interpret them in terms of known cognitive schemas. In case of failing, they need to adjust their interpretation to the reality (Schaffter & Kipp,8th ed). Based on his assumptions, Piaget (1926) proposed that child as a lone individual progress through four main stages of cognitive development. On the other hand, Vygotsky (1978) presented sociocultural theory. Vygotsky (1978) concentrated on the social interaction between child and adult considering

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

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.

Many factors influence children’s development as well as that massive amount of development theories that elaborate on why children do certain things, why children have developmental disorders, or even why some children have developmental delays. Although there are many theories regarding children development and how they are influences, theorist make some great points in the child development but with any theory come flaws such as developmental issues. Famous theorists Freud, Erikson, and Piaget all have different ideas on this topic. Freud was a psychiatrist who believed in unconscious activity of the mind. Erikson was a developmental psychologist who believed that the mind developed in a series of stages, and Piaget was a clinical psychologist who believed in cognitive development. Theorists such as Sigmund Freud, Jean Piaget, and Erik Erikson discusses how their individual theory influences the make-up of the development of children.

The theories/approaches established by historical and contemporary pioneers provide valuable insight, underpinning the understanding of how children develop, allowing teachers to enhance the holistic development of every child. This essay will analyse the: behaviourist theory; cognitive-developmental theory; and socio-cultural theory.

From early childhood to middle childhood, the child develops in many ways, such as, physical, cognitive, and social. The older the child gets, they can jump higher, they can hold a conversation and understand emotions in complex ways, and they can think more abstractly. Cognitive development in middle childhood starts from six years old to eleven years old. Their information processing improves from early childhood: such as, attention, planning, strategic memory, and self-regulation [berk].

When it came to Piaget and middle childhood, he calls it the concrete operational thought. The concrete operational thought is the ability to reason logically about direct experiences and perception. He stresses productive thinking, while children use their reasoning qualities to concrete situations. Vygotsky focused more on children’s thought processes, not just the outcomes [1]. Vygotsky noticed that children are disordered by concepts that older children understand. He believes in an educational system based on rote memorization rendered the child “helpless in the face of any sensible attempt to apply any of this acquired knowledge” [1]. This essay will cover how children in middle childhood think from the perspective of Piaget, Vygotsky and information-processing approach.

The middle childhood is to leave the play years to start maturing years to start adolescence (Berk, 2010). During the middle childhood, children began to have a lot physical changes. As well as, they begin to discover there identify that they are. For example, secondary sexual organs begin to develop in the boys and girls, they will confuse about identify. The puberty is the cycle when children are out of control because they will transition to leave the children to enter adolescence. For instance, physical and behavioral changes will have some consequences if pre-adolescences do not deal well with them. Middle childhood is divided into two categories 6 to 8 and 9 to 12 years that reflects on children’s behavior (Nuru-Jeter et al., 2010). For instance, children learn to interact with other children, and how they will manage emotions and behaviors. Also, how they have to act with adults and children that totally different it. Also, the girl and boy have different physical and behavior changes for the gender difference. Middle childhood development makes for some factors that influence on physical changes, brain and nervous system, and social and emotional changes.

Three different theorists were considered in this assignment. Two children were used to explore the theories of development by Piaget, Vygotsky and Kohlberg.

In a general sense the theory of cognitive development is not just a single theory but a number of theories offered by a number of cognitive psychologists over the past century. In summary though, cognitive development is the processes by which learning is developed by the construction of thought processes, memory, solving problems, decision-making and covers the life span from childhood to adulthood, but learning does not necessarily stop with adulthood. This construction process is clinically known as “Constructivism”. In constructivism it is not the world, or society that is developing a child but it is the child that is taking in information and constructing themselves with the information that the