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This essay is concerned with how Piaget's theory of cognitive development of children is implemented in the classroom for teaching styles; and moreover how Piaget's theory of cognitive development applies to one teacher's teaching methods. The reasoning behind this is that: ‘To date, no theory has had a greater impact on developmental psychology than that of Jean Piaget' (Lourenco & Machado, 1996: 143). As a result, it is well known that Piaget was the most important figure the field has known (Flavell, 1996: 200). Nonetheless, Piaget's theory has also been the target of much criticism. Brainerd (1978), Seigel and Brainard (1978), Modgil and Modgil (1982), and Seigel (1991); they collectively consider that the Piagetian theory is empirically wrong, epistemologically vulnerable, and the reasoning is naive (Lourenco & Machado, 1996: 143). Furthermore, Case (1992), claims Piaget portrays the cognitive development of children inadequately, as a: ‘monolithic, universal, and endogenous' process (Lourenco & Machado, 1996: 143). However, as Flavell claims: the views of present day cognitive develop mentalists are derived from Piaget's constructionist conception (1996: 200). This apparent connection whether beneficial or not, is what this report sets out to examine. The aim of the report is to examine closely Piaget's theory in relation to how it can be observed in the classroom context, from one teacher's perspective. Piaget's theory is that a child's cognitive development is ‘constructivist', meaning that students construct their cognitive abilities through self-motivated action in their surroundings (Flavell, 1996: 200). Also that children's thought processes change as they mature and interact with the world; and this develops schema. As children learn, they expand and modify their schema through a process where assimilation is the broadening of an existing schema to include new information; while accommodation is the modification of a scheme as new information is incorporated (Piaget, 1976: 10). Therefore, cognitive development, similar to Piaget's theory, is a process of development through the continuous operation of assimilation and accommodation (Flavell, 1996: 200). However, ‘disequilibrium', drives development in Piaget's theory (Wadsworth, 1996: 111). When children encounter something new an imbalance is created, that requires restoring balance; by assimilating the new element into the structure and simultaneously accommodating the learning structure to cope with the new aspects (Piaget, 1976: 10). For Piaget, one of the main characteristics of the children is an inability to think abstractly. One of the requirements of the teacher is that teaching be carried out in situations that provide ample exposure to concrete experiences. Additionally that student's should be encouraged to experiences with tactile, and that test ideas, and to begin to use logical thinking. Also, student's thoughts should be challenged, forcing them to expand their existing knowledge. Furthermore, since children do not pass through the stages at the same rate. For example, some students can move in to abstract thinking earlier than others. The teaching must adjust to this. These are processes of, ‘vertical decalage' and, ‘horizontal decalage' (Krause, Bochner & Duchesne, 2006: 55). In conclusion, Piaget's theory has a great influence in the classroom, whether this is good or bad, is a question for research with a much greater scope than what this essay can offer. List of References Flavell, H.1996, ‘Piaget's legacy', Psychological Science, vol. 7, issue 4. pp. 200-203. Krause, K., Bochner, S., Duchesne, S. 2006, ‘Cognitive Development' in Educational Psychology: for learning and teaching, Second edition, Nelson australia, Victoria, pp. 43-65. Labinowisc, E. 1980, ‘The Piaget primer', Thinking, learning, teaching, Addison-Wesley Publishing Company, Menlo Park: CA, pp. 19-21, 73, 83, 93. Lourenco, O., & Machado, A. 1996, ‘In defence of Piaget's theory: A reply to 10 common criticisms', Psychological Review , vol. 103, issue 1, pp. 143-164. Piaget, J. 1976, ‘Piaget's Theory' in Piaget and his School: a reader in developmental psychology, Inhelder, B., & Chipman, H. (Eds). Springer-Verlag: NY, pp. 11-23. Wadsworth, B. 1996, ‘Piaget's theory of cognitive and affective development' Foundations of Constructivism. 5th Ed, Longman: NY, pp. 111-117.


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