Paper Writing Services theory as well as evidence that calls it into question. Piaget contributions offers a field of cognitive development. s theory covers a
|of the previous stage (erarczation). Cldren are sometimes egocentric beyond the preoperational stage. Preoperational cldren are not egocentric all the time. Global restructuring characterizes stage sfting. Reasoning appears to be more domain-specific than global. •Discuss your personal opinions about stage theories in general. Who are some of the major detractors and how would you address them? The contribution|
Stage Theories Please respond to the following: Stage Theories Please respond to the following: •Evaluate the merits of Piaget’s stage theory for explaining cognitive development. Piaget’s cognitive development theory is a comprehensive theory that deals with nature and development of human intelligence. The theory deals with the nature of knowledge and how humans acquire, construct, and use knowledge. Piaget’s theory is mainly known as a developmental stage theory. Piaget believed that cldren construct an understanding of the world around them, based on their experiences of what they already know and what they discover in their environment, then adjust their ideas accordingly. Moreover, Piaget claimed that cognitive development is at the center of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development. •Discuss evidence that supports s theory as well as evidence that calls it into question. Piaget contributions offers a field of cognitive development. s theory covers a broad age span and bringing together a large variety of cldren’s acevements at any given age. Piaget offers a wealth of observations and gives a better understanding to plosophers, parents, and teachers. The sequences of stages are culturally invariant with formal operations inevitably reached. Not all cultures show evidence of formal operations. Even in western culture, people fail to reason at the formal operational level much of the time. There is a qualitative change in cognition from stage to stage and consistency of reasoning witn a stage. Cldren learn more at given stages that Piaget thought, and they do not always reason consistently witn the stage. Cldren exbit the characteristics of each stage includes all the competence of the previous stage (erarczation). Cldren are sometimes egocentric beyond the preoperational stage. Preoperational cldren are not egocentric all the time. Global restructuring characterizes stage sfting. Reasoning appears to be more domain-specific than global. •Discuss your personal opinions about stage theories in general. Who are some of the major detractors and how would you address them? The contribution of Piaget’s theory to education is great. He introduced new understanding to the developmental learning process; “Learning is all about making connections”, as Piaget said. Based on ts definition of learning, educators are required to pay more attention to the learner’s prior knowledge wle planning for new teacng activities. For example, teachers much pretest their students on their level of content to better focus their attention on areas of study the learner is unfamiliar with. The stages in the theory of cognitive development helped educators design learning activities and curricula that are appropriate for learners at each stage. Science educational researchers developed teacng methods (e.g., Conceptual Change Model) based on the contributions of the Piaget’s theory. One well known detractor of Piaget’s theory is Vygotsky, who chastises Piaget for s inattention to culturally specific influences on cognitive development. The cldren Piaget studied grew up in Geneva, a Western culture where cldren attend school and are trained in certain forms of tnking. Yet Piaget largely ignored ts influence and attributed each cld’s intellectual growth to the individual’s cognitive reaction to the environment. Wle there is some credibility to what Vygotsky must say he is not replacing Piaget’s theory with more creditable evidence and Piaget’s theory is still being use today despite what Vygotsky has to say. References Driscoll, M. Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson.
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