This paper details the primary goal and resulting impact of applying Jean Piaget's cognitivedevelopment theory in educational math books geared towards young children.
Abstract This paper defines and details Piaget's theory of cognitivedevelopment which became popular in the 1960s. This paper delves into the principles of Piaget's theory pertaining to the human mind and how it processes and retains information in the early stages of life. The writer of this paper analyzes the manner in which Piaget's cognitivedevelopment philosophy can be seen in practice in math books geared towards young children. Using Piaget's theory as a guide writers of math books build upon the assumption that children grasp the most basic of concepts thereby giving them the tools necessary to discover and understand the basics of mathematics. This paper details the manner in which this particular theory has already been put into practice and its resulting impact. One of the examples discussed in this paper include the "Monster Math Picnic" by Grace Maccarone which focuses on adding and subtracting by way of rhyming which encourages young children to think about math in a fun yet educational way.
From the Paper "Having an understanding of the stages of learning, according to Piaget helps one to determine the best way to convey information, such as mathematical concepts at certain stages. Rote learning, for example, is one such way very young children retain what they learn. Rather than promoting understanding through illustrating the idea, the author uses "sufficient repetition." Yet while rote learning can be effective in learning to count, it seems to lose its effectiveness when the child more complicated tasks such as addition and subtraction. A book that makes effective use of rote learning is 123 Count with Me! a counting book published by the makers of Sesame Street. In the story, the character of Cookie monster counts to ten by eating cookies. First he puts one cookie in his mouth. And then after he eats it, he then puts two cookies in his mouth."
Abstract A cochlear implant is an electronic device that is surgically embedded in the mastoid and an electrode array is surgically inserted in the cochlea. The device receives sound which is transmitted to the residual auditory nerve fibers in the cochlea. The author of the paper examines the effect of a cochlear implant on deaf children's cognitivedevelopment. The writer points to a number of research projects which show that the cognitivedevelopment of a deaf child is slower than that of a hearing child. The writer then goes on to examine the benefits such an implant brings to the deaf child.
From the Paper "There have been studies that compare the communication and intellectual differences among children with and without cochlear implants, and among normal-hearing children. Thirty to forty percent of children with profound hearing loss will present with developmental delays in differing areas compared to those who can hear. Children with hearing disabilities also have a difficult time learning abstract words such as jealous or before and after; they also have difficulty learning words with multiple meanings. Children who have had their implants before the age of 5 have shown progress in language development at rates close or equal to that of hearing children (Bat-Chava, Martin, and Kosciw, 2005). The goal of early cochlear implant is to lessen the language gap between deaf children and those who can hear. It has also been found that children who are trained in oral communication have far better results in speech perception and production than those who are trained in total communication. Oral communication makes use of hearing and speech to learn language. On the other hand, total communication involves the learning of language through sign and oral communication strategies. The use of oral communication is made possible for children with profound hearing loss through cochlear implants."
Abstract This paper discusses previous research which suggests that testing for child cognitivedevelopment should encompass computer visual aids, as well as previous knowledge stimuli in order to assist children in greater thinking skills. The paper further discusses a study which tested both of these theories, and provides results to the testing. This is a study of previous research as indicated.
From the Paper "Two separate research instruments were used in compiling information for the data of this study. These documents were E. Beverly Lambert's (2000) journal article, Problem-solving in the first years of school, and Maurice Hollingsworth and John Woodward's (1993) journal article, Integrated learning: Explicit strategies and their role in problem solving instruction for students with learning disabilities. In Lambert's (2000) article the research indicated that a concern existed regarding the cognitive development of children who lacked a reference to their previous learning knowledge base, and were thrust into immediate structured learning within a school system (p. 32). Lambert (2000) contends that as children are progressed into a school curriculum that has it's own formula for learning, children are often struggling to conform to this educational approach because they have no basis to draw from as they formulate new concepts and ideas."
Abstract This paper compares and contrasts cognitivedevelopment and learning theory. The paper first describes the concepts of each theory. Then the paper examines how the two theories differ in their orientation and focus. Finally, the paper discusses ways in which the two theories overlap.
From the Paper "This research paper presents a comparison of cognitive development and learning theory. Articles from recent professional literature pertaining to the two theories are reviewed and findings related to the theories..."
Abstract This paper discusses theories of cognitivedevelopment and states that Jean Piaget and Lev Vygotsky are two theorists who had different views of cognitivedevelopment. The paper then goes on to explore the similarities and differences between these theories and concludes that both theories concern childhood development, so Piaget's and Vygotsky's theories are similar in that respect, but their theories are different in that Vygotsky's emphasizes the need for social interaction and the influence of culture on cognitivedevelopment.
From the Paper "Vygotsky based his cognitive development theory on the importance of culture, language, and the zone of proximal growth and development. He argues that tools and symbol use are what makes us human: "In terms of development, the thing that separates us from other animals is our use of tools and symbols". According to Vygotsky this is turn is what creates cultures. Cultures greatly influence all of us and help us to grow and develop. Our culture makes language possible and learning a language creates thought. When children begin to develop, so does their language. When children learn to speak, they develop a thought process. Language directs a child's behavior."
Abstract This paper underscores that the quality of teaching enables a more effective cognitive transition because the children are happier and better adjusted, through a higher level of support and education assistance in both intellectual and moral education. The author relates the ways in which students are lead to enhanced and reinforced cognitivedevelopment in the state of transition between the stages of early and middle cognitivedevelopment as described by cognitive psychologists Piaget, Erikson and Gardner. The paper concludes that the observed school clearly has an effective interviewing process; whereby, certification and skills are thoroughly checked and detailed, to attain such positive outcomes in the classroom. An annotated bibliography is included.
From the Paper "The quality of teaching, as exhibited by the academic progress being made by children and the emotional well-being of these children, is an indicator of how environmental factors can have a specific impact on the quality of the child's transformation from early to middle cognitive development, when the child begins to achieve a level of moral reasoning. Teachers that teach both intellectual educational lessons as well moral lessons actually provide strong long term environmental support for cognitive development."
Tags: instructors, environmental conditions, interviewing moral
Abstract This paper addresses the question of cognitivedevelopment in childhood and how it has a significant impact on further development throughout a person's life span. The paper suggests that many people are still unclear on precisely how learning at this life stage occurs. The paper examines three of the premier theorists on child development and evaluates how each approach contributes to a greater understanding of how children learn.
Table of Contents:
Piaget's Theory of Development Vygotsky's Zone of Proximal Development Social Cognitive Theory
Conclusion
From the Paper "Lev Vygotsky strongly believed that children often follow an adult's example, and thus have the capacity to develop skills and tasks on their own. Vygotsky presented these ideas under the Zone of Proximal Development (ZPD). In ZPD, the learner, teacher and the content all interact with a problem that needs to be resolved (Vygotsky 1978). Vygotsky's ZPD is thus a problem-based approach. The learning occurs as a child observes the adult/teacher. This social interaction is important, since the teacher acts as a model for a student to find appropriate solutions to the problem at hand. Vygotsky believed cognitive development or learning occurs when partners work jointly to solve problems (Vygotsky 1978). Many schools are therefore applying this approach through mentoring programs, where older students act as teacher/mentors to those in younger grade levels."
Abstract Two different theories of cognitivedevelopment are examined. The first is that proposed by Piaget. The second is that proposed by Vygotsky. Firstly, these theories are presented. This allows for the differences between each to be noted. These theories are then used to examine children's toys. Three toys are discussed for each of the theories, showing how each toy contributes to cognitivedevelopment. These toys include blocks, shape sorters, animal sound books and more.
From the Paper "Piaget's theory of cognitive development was based on an attempt to understand how children think. Piaget maintained that children act differently at different ages because they think differently. Piaget's theory on cognitive development can be divided into two sections: the process associated with coming to know; and the stages of cognitive development individuals progress through."
Abstract This paper discusses the role of cognitivedevelopment in the character of Kate in Robert Cormier's novel "After the First Death." It looks at Kate's traumatic encounter with terrorists, and her actions during the ensuing hostage crisis. The paper examines her identity crisis within the framework of Jean Piaget's theory of cognitivedevelopment.
Abstract The paper explains Jean Piaget's and Lev Vygotsky's stages of development and identifies the differences in their approaches. Additionally, the paper provides specific examples of how teachers can incorporate each of these theories in the classroom. The paper concludes that both Vygotsky and Piaget acknowledge the importance of social learning, however, Vygotsky places greater importance on language development and the role it plays in the development of individual cognition.
Outline:
Objective
Introduction
Piaget: Stages of Development Vygotsky: Stages of Development Differences Between Piaget and Vygotsky
Application of Piaget and Vygotsky in the Classroom
Summary and Conclusion
From the Paper "To Jean Piaget, the most vital element in the individual development of cognition of a child was based on interacting among his own peers and that this interaction results in conflict on the cognitive level. Piaget held that children were not as challenged in their interactions with those considered their peers, as they would be when among adults. Vygotsky's assertion was that a child learns best among peers who are more skilled which provides the child with a scaffold comprised of intellect and experience and through this; the child is able to complete tasks much more complex than they would be capable of on their own. DeVries (nd) writes in the work entitled: "Vygotsky, Piaget, and Education: A Reciprocal Assimilation of Theories and Educational Practices" which incidentally is a comparison of Vygotsky and Piaget, that she was for quite a long time "unable to see Vygotsky as a constructivist.""
Abstract This paper compares Piaget's theory of cognitivedevelopment to the social learning theory. This paper examines Piaget's child development theory that mains that children have ability to construct meaningful concepts and representations all through a series of various stages. In addition, it analyzes Bandura's theory which contends that children learn new behaviors by observing other people and model their own behavior and develop their own beliefs and standards that eventually impact their progress in the educational system. The author concludes that these do not contradict each but rather complement each other.
From the Paper "In recent years, the field of education has been transformed by intensive theoretical and practical research into the ways that children develop the cognitive capacity for handling complex learning tasks. Some researchers have focused more upon the natural, or biological, aspects of cognitive development, which can be generalized across all human cultures; others, more upon the social aspects, which are culturally conditioned. The challenge for educators in the UK is now to integrate this vast body of theory and research into curriculum and classroom practice. Most researchers in the field agree that a Piaget-derived developmental learning theory must be augmented by some appreciation of the way that concrete social interaction guides and shapes children's acquisition of skills. A pedagogical approach drawing at once upon developmental and social learning theory may be the best way to achieve society's educational aims, while at the same time encouraging creativity and exploration on the part of children. While it would not be possible to exhaust this topic in a short paper, I propose to briefly consider the theories of Piaget and Bandura in the context of children's development of the ability to handle language (in particular, in the area of literacy)."
Abstract This paper considers the proposition that cognitive and intellectual development in children is the beginning of the process of maturation. It explains that the child's biological development occurs through organization and adaptation to the environment and the same occurs for cognitivedevelopment, as various researchers have shown. The author claims that the process of cognitivedevelopment begins as soon as the child begins to interact with his or her environment and with the social group he or she finds each day.
From the Paper "As Hock (2005) notes, cognitive and intellectual development in children is the beginning of the process of maturation (p. 134). The child's biological development occurs through organization and adaptation to the environment, and the same occurs for cognitive development, as various researchers have shown. The process of cognitive development begins as soon as the child begins to interact with his or her environment and with the social group he or she finds each day. The process begins early in development, and it has been shown that even very young children, 2 and 3 year olds, grasp the existence of the mental world, the realm of mental states and processes that are marked off from that of physical objects or behavioral acts. Research has shown that children of this age and younger also understand much about the distinction between reality and not reality, and they can easily distinguish, in certain clear cases ..."
Abstract The paper offers a presentation of Piaget with respect to his theory of childhood development. The paper considers cognition and also the relationship between cognition and social development. The paper makes comparisons with respect to adolescent stages as well. The paper determines that cognition in child development cannot be reviewed as a single entity - it can only be in relation to other stages.
From the Paper "Jean Piaget, with close to 600 professional publications, is probably one of the world's most prolific contributors to the world of science. Not only have his writings been on remote subject areas such as clams and mussels but transcend those of man's neurological psycho-genesis. What is important to remember about Piaget is that his studies of human behavior are not only forerunners to the constructionist era of human learning but also closely aligned with non-verbal living specimens. From the works of Piaget have come additional learning theories that further expand his original theories of learning."
Abstract In this article, the writer notes that Piaget was renowned for his work within the field of cognitivedevelopment, particularly child development. The writer points out that he dedicated most of his time looking into how children's minds develop throughout their childhood. The writer discusses that Piaget's theory is based upon four stages, which he argued the child will go through in a systematic orderly way. The writer maintains that although there have been some psychologists who have criticised his work, it still provides some vital information and understanding into how children's minds develop. The writer concludes that overall, Piaget has provided today's society with a greater understanding within the field of child development.
From the Paper "Once a child reaches the age of 7-11 years old, Piaget believed that they progress into the concrete operational stage. In this stage children are able to complete conservation tasks. As well as this, they are also less egotistical, and are able to look at more than there own point of view; this was demonstrated by correctly completing the mountain task. Piaget also looked at transitivity tasks. For example, looking at if A is bigger than B, and B is bigger than C, then A must be larger than C. He found that children in this stage were only able to complete this task successfully, if the objects were present.
"One part of Piaget's theory that he did not seem to consider, was the universal aspect. Not all of his theory can be applied to all countries and cultures."
Abstract This paper identifies three assumptions on cognitivedevelopment that may already be outdated or no longer apply to current developments and discusses propositions that may be accepted in the current period. Moreover, the paper compares and differentiates two great minds in cognitive theory, Bruner and Vygotsky.
From the Paper "There are many ways in which cognitive development can be learned and studied, but I just want to point out three assumptions on children and human nature which might be problematic for educators, specifically early childhood educators. The separation of mind and body: It is usual to think that thinking from feeling and thinking from social interaction is separate. The cognitive becomes attached to the logical, reasoned, rule-governed, and thoughtful; non-cognitive becomes everything else, including the intuitive, the emotional, and the social. We assume that developments on the cognitive side of the fence can be isolated, observed, described and even fostered without direct involvement of non-cognitive processes (Siefert, 2002). Unfortunately, this assumption is far from the fact, that work with children routinely requires attention to the common influence of the cognitive and non-cognitive. Unfortunately, the facts uncovered about this assumption is still being used today and textbooks, research programs and entire academic careers are arranged in such a way."
