Philosophy Of Childhood Education

Jean Piaget’s theory of cognitive development proposes that the developmental process of a child is the result of their brains maturity, their nervous system, and environmental factors. He believes the foundation of a child's ability to learn is through discovery learning (Gordon & Browne, 2016). Piaget suggests that a child’s logic of thinking is different from that of an adults. Children’s cognitive performance is directly related to the stage of development that they are in currently. Additionally, these stages are divided into sub-stages to provide greater insight into a child’s cognitive growth process. The initial stages of development is considered a difficult point to try to determine a child’s developmental

Piaget (Berger, 1994) is a well know cognitive theorist whose concept of cognitive development placed great importance on early childhood education. Piaget’s theory has four specific stages. He deemed that children learn by actively involving themselves in their domain. Piaget is also linked to the Constructivist Theory：children construct

Jean Piaget is a famous developmental psychologist who was born in Neuchâtel, Switzerland (Presnell, 1999). He was the first psychologist to do an organized study of cognitive development and before his studies, it was commonly thought that children were less capable thinkers than adults. After doing many observations on his own three children and other kids, he has concluded that children think in differing ways than adults (McLeod, 2009). Piaget was seeking to find how children think about the world at different points in their development and how systematic changes occur in their thinking (Santrock, 2015). He developed the theory of cognitive development that states, “children actively construct their understanding of the world and go

The understanding of how children comprehend the world around them has been a highly researched part of cognitive development in Psychology. Jean Piaget was one of the first researchers to develop a theory suggesting that children understand the world around them by actively seeking information from their environment, and continuously expanding their knowledge by organizing, adapting and assimilating this information Berlin, (1992). Piaget’s theory known as constructivism theory, has undergone a high level of scrutiny, centring

Jean Piaget 's hypothesis of cognitive development proposes that kids move through four unique phases of mental development. His hypothesis centers around understanding how children acquire knowledge, as well as on understanding the nature of intelligence. As children interact with their general surroundings, they constantly include new learning, expand upon existing knowledge, and adapt already held plans to oblige new information. To better understand the things that occur during the cognitive development, it is vital first to look at a couple of the vital thoughts and ideas

Jean Piaget was a field altering stage theorist born in 1896 of Swiss descent. He was a pioneer in the concept of cognitive development. Cognitive development is by definition the study of how children acquire the ability to learn, think, reason, communicate, and remember. Piaget opened up and dissected the question, “how do children construct their worlds”. Piaget was the first person to present a comprehensive account of cognitive development. In the following essay I will dissect the complex and varying differences between a 3-year-old preschooler and a 9-year-old student in terms of the theories professed by Piaget. As a stage theorist Piaget focused on children’s development involving radical reorganization of thinking at specific common points. He dissected the

Samuel and Bryant argue that Piaget 's theory of cognitive development places too much emphasis on maturational factors. Using a cognitive approach they believe that children learn new strategies and skills. Samuel and Bryant also criticise Piaget for emphasising how children learn as individuals. Samuel and Bryant argue that children do not learn in isolation and that they learn far more readily and efficiently when they are working together than when they are alone.

Piaget’s theory explained the changes in logical thinking in children and adolescents (Cole & Wertsch, 1996, p. xx). In Piaget’s theory, children underwent four stages of development. Piaget also assumed that children draw all of their skills from their environment. Active children learners, get their knowledge strictly from their environment. They learn through acclimatization and

One of Piaget’s key concepts within his cognitive development theory is that learning is a result of a child’s exploration of and interaction with the environment. In which, the child, independently, will learn and play. Piaget as a result of this coined young children as “lone scientists” as they learn independently and at their own rate and didn’t identify that the child needed any teachers or adults in developing cognitively. In short, this concept argues that children are exploring the worlds themselves so that they alone can make sense of the world. He argued that learning is not something that is done to the learner, but is something that they each engage in themselves.

Piaget classified cognitive development into four distinct stages: sensorimotor, pre-operational, concrete operational and formal operational. My role as a second grade classroom teacher involves educating students between the ages of 7 and 8. According to Piaget’s theory these student are in the initial years of the concrete operational stage (Boeree, 2006). Piaget suggests that these students are developing the schemas of conservation, reversible thinking, semiotic functions, classification, and seriation (Boeree, 2006). Classroom experience has informed me that frequently students begin second grade employing one-way logic and remain egocentric, which are schemas of the pre-operational stage. Therefore, my role remains that of a guide leading and supporting students as they compare these schemas to the real world, which creates tension, and subsequently assimilate or accommodate to create novel understandings. As Piaget stated, “We can classify education into 2 main categories: passive education, relying primarily on memory; and active education, relying on intelligent understanding and discovery. Our real problem is--what is the goal of education? Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds, capable of discovery from the preschool age on, throughout life?”(as quoted in

From the five theoretical approaches we had, I decided to choose Piaget’s cognitive development. In Piaget’s theory, cognitive development is discontinuous and takes place in several different stages, which are all universal. According to Piaget, in his cognitive development theory, children establish knowledge as they explore their world. To Piaget, cognitive development was a continuous reestablishment of mental processes as a result of biological advancement and environmental experience. Children establish their own understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment, causing this theory to be both nature and nurture, from genetic inheritance through

One of Piaget’s fundamental assumptions about children was that they constructed their own development and knowledge. Children from birth to adolescent were considered active mentally and physically (Siegler, DeLoache, & Eisenberg, 2003). However, from conducting my observation and analyzing my notes, I noticed that Laura did not construct her own development. She may have construed her knowledge, but only with the help of her classmates, educators, parents, culture, and the environment that played a major role with her cognition skills. At one point in the scheduled activity time, Laura had to walk up to her teacher to ask for help with how to spell a certain word that was needed to complete the assignment. That was one example that proved that Laura was not able to construct her own development. Within Piaget’s cognitive development theory, there are many concepts that were incorporated as well. The four most important concepts are schemes, assimilation, accommodation, and equilibration.

Piaget’s theory also allowed us a way to accept and understand that children's cognitive behavior is intrinsically motivated. Social and other reinforcements do influence children's cognitive explorations but children learn because of the way they are built. In Piaget’s mind cognitive adapts to the environment through assimilation. Also accommodation is a type of biological adaptation (Flavell, 1996). According to Piaget in order to characterize cognitive development in humans we need to understand co-present in cognitive activity which is cognitive structure (Flavell, 1996). Piaget was the first psychologist to try explaining describing cognitive development. His argument is that intellectual advances are made through the equilibration process that has three steps: the first step is for the cognitive equilibrium to de at a low development level; then, cognitive disequilibrium has to be induced by discrepant or inassimilable phenomena and lastly cognitive equilibration has to be at a higher developmental level.

Jean Piaget (1896 – 1980) was the first psychologist to make a systematic study of cognitive development. He wanted to answer the fundamental question of how does a child’s knowledge of the world change with age. In answering this question, Piaget made the assumption that the child is an active participant in the development of knowledge; constructing his/her own understanding. This idea, perhaps more than others, has influenced the thinking of all developmentalists who have followed Piaget. However, the hundreds of studies that have been done since Piaget’s original account of cognitive development have found a number of shortcomings in his theory. Even so, his basic assumption on cognitive changes from infancy to

A cognitive-development approach to learning states that children are actively involved in the learning process. To them, learning comes naturally and they don’t need much external motivation or a system of punishments and rewards driving them to master subject areas. One important aspect of Piaget’s theory of cognitive development is how children learn to process the information they receive. Assimilation, accommodation, and equilibrium are steps in the learning process. A child is introduced to new information, relates it something familiar, and decides to change their existing viewpoint based on this new information. A child builds their expertise based on schemas, or prior knowledge, at each stage of the learning