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2023, Education Today
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Piaget, in his later years revised his theory of mental development, concluding that the stages of mental growth did not re8ect a purely developmental process, that being an approach that says the students must understand a concept, through maturity, before progressing. Rather, they were powerfully in8uenced by speci<c content of education. https://www.educationtoday.com.au/news-detail/Explicit-Instruction-5836
Piaget's theory has had a major impact on the theory and practice of education. It has helped to create a view where the focus of attention is on the idea of developmentally appropriate education. This refers to an educational with environments, curriculum, materials and instruction that are consisteny with student's physical and cognitive abilities as well as their social and emotional needs. There are four main teaching implications drawn from Piaget's theory (Slavin, 2005): 1. A focus on the process of children's thinking, not just its products. Instead of simply checking for a correct answer, teachers should emphasize the student's understanding and process they used to get the answer. 2.Recognition of the crucial role of children's self-initiated, active involvement in learning activities. In a Piagetian classroom, children are encourage to discover themselves through spontaneous interaction with the environment, rather than the presentation of ready-made knowledge. 3. A deemphasis on practices aimed at making children adult like in their thinking.This refers to what Piaget referred to as the "American question" which is "How can we speed up development?". His belief is that trying to speed up and accelerate children's process through the stages could be worse than no teaching at all. 4. Acceptance of individual differences in developmental progress. Piaget's theory asserts that children go through all the same developmental stages, however they do so at different rates. Because of this, teachers must make special effort to arrange classroom activities for individuals and groups of children rather than for the whole class group.
Instructional management focuses on planning, execution and evaluation of learning experiences. For teachers in pre-secondary schools to plan, execute and evaluate learning experiences effectively, they need to have good understanding of the process of cognitive development in children. Piaget has postulated that children progress through a series of four stages beginning with rudimentary reflex responses and achieving full maturity with the attainment of formal deductive reasoning. Piaget's theory also postulates that a child is an active investigator who acts upon his environment with reflex responses during infancy and then with more complex responses that emerge from early interactions. Piaget views interaction as a two-way process, one of which is accommodation and the other is assimilation. In accommodation the child's knowledge of the environment is modified to incorporate new experiences which are adaptive to the broad aspect of cognitive demands imposed by the environment. In assimilation, the child incorporates new experiences into an existing structure. Accommodation and assimilation are reciprocal and their interaction generates cognitive growth. Understanding and application of Piaget's Theory is important in the effective enhancement of teaching and learning process at pre-secondary school level. Consequently, teacher trainers, trainee teachers and practicing teachers need to keep abreast of Piaget's theory of intellectual development.
Encyclopedia of Child and Adolescent Development, 2020
Traditionally, cognitive development (see Studying Cognitive Development in School-Aged Children) focuses on two questions: What changes are observed throughout development in terms of depth of understanding, robustness of reasoning and the ability to solve problems, and the differential accumulation and effectiveness of knowledge acquisition? And how and why do changes occur? Jean Piaget (see Piaget's Theory), major founder of and pioneer in the field of cognitive development for many years, was the first scholar to give substantive answers to these questions. To fully comprehend his view on cognitive development, one must be aware of Piaget's scientific origins. Piaget was a biologist, interested in the study of epistemology (the nature and origins of knowledge) through psychological methods, which he explored in Binet's psychometric laboratory in Paris. These three scientific fields contributed to the formulation of his theory.
This chapter describes the basic elements of Jean Piaget's theory of cognitive development. Video mini-lectures are included.
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The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.
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Why to think the past only or mostly by trauma and wounds? This essay tries to propose a genealogy at cinema from parties, especially those related to the ends of worlds, particularly from a transcultural and transhistorical constellation, which includes following movies Marie Antoinette (2006), by Sofia Coppola, La règle du jeu (The Rules of the Game, 1939), by Jean Renoir, and Madame de… (Earrings of Madame de..., 1953), by Max Ophüls. We understand moments like the French Revolution and the First and Second World Wars as ends of the world in movies in which there is a sensation of frail or melancholic temporality with joy.
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