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Piaget's Theory of Cognitive Development, 2006.
This paper details the primary goal and resulting impact of applying Jean Piaget's cognitive development theory in educational math books geared towards young children.
1,674 words (approx. 6.7 pages), 9 sources, MLA, $ 54.95
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Abstract
This paper defines and details Piaget's theory of cognitive development 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 cognitive development 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."
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Jean Piaget, 2005.
This paper discusses the work of Swiss psychologist Jean Piaget (1896-1980), one of the giants in the field of cognitive theory.
2,600 words (approx. 10.4 pages), 11 sources, APA, $ 78.95
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Abstract
This paper explains that, before the time of Jean Piaget, theories of knowledge were considered to be a part of philosophical learning, but Piaget turned studies of cognition into a science in its own right. The author points out that Piaget did not consider himself foremost a child psychologist but rather believed that, by looking at the ways children learn to think, it is possible to better understand the ways in which knowledge in general is acquired. The paper relates in detail Piaget's classification system of the mental development of children.
From the Paper
"Another interesting comparison can be drawn between Piaget's work and that of Lev Vygotsky (1896-1934). Vygotsky asserted that a child's learning was "not a solitary exploration by a child of the environment ... but rather a process of appropriation by the child of culturally relevant behavior." This theory of social constructivism asserts that cognitive development "can be understood as the transformation of basic, biologically determined processes into higher physiological functions." In other words, children are born with a diverse range of perceptual, attentional and memory capacities which are substantially transformed in the context of socialization and education. "
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Vygotsky and Piaget, 2007.
A comparison of Lev Vygotsky and Jean Piaget's views on learning and the factors that influence learning.
927 words (approx. 3.7 pages), 6 sources, MLA, $ 32.95
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Abstract
This paper discusses some of the different views of psychologists, Lev Vygotsky and Jean Piaget. It focuses on their views on learning and the factors that influence learning. The paper looks into the roles of the learner, the physical environment, culture and the instructor regarding an individual's ability to learn. It discusses Vygotsky's and Piaget's views of learning in relation to Piaget's theory of cognitive thinking as an endpoint compared to Vygotsky's theory, which applies mainly to mental development.
Table of Contents:
Learning
Factors that Influence Learning
Role of the Learner
Role of Physical Environment
Role of Culture
Role of the Instructor
From the Paper
"Vygotsky's approach is termed "sociocultural." He approached development differently from Piaget. Piaget believed that learning through discovery and supporting the interests of the individual are important techniques for the development of the logical use of symbols related to abstract concepts. Piaget's theory proposes that development of the child's interests should be enhanced, as the child develops biologically. His theory has a cognitive thinking endpoint as a goal. Vygotsky's theory applies mainly to mental development, and mental abilities and rational abilities are analyzed and developed instead of viewed as a product to be obtained. Vygotsky's development process begins at birth and has no stages, as it is too complex to be defined, but eventually reaches the ZPD (Driscoll, 1994; Hausfather,1996)."
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Piaget, 2007.
This paper discusses Jean Piaget's observations regarding child development.
1,214 words (approx. 4.9 pages), 2 sources, MLA, $ 41.95
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Abstract
In this article, the writer notes that within the context of language awareness, one should be inclined to accept the notion that the human being cannot simply be characterized as an input-output mechanism, though in many isolated cases this may be beneficial. One of the main observational considerations that needs to be taken into account is the aforementioned progression of language awareness from intuition to mastery. The writer points out that Piaget is the researcher credited with devising cognitive theories about child development. The writer discusses that Piaget did not believe that language development was crucial to children in relation to the development of their intellect, and indeed he believed that language development was simply the means a child would use to express himself and not a crucial element of cognitive development overall. The paper then goes on to explain why the author disagrees with Piaget's theories.
From the Paper
"Behaviorism is an increasingly broad area of study, which has its roots in the very beginnings of modern psychology. The driving notion behind the theory is that we, as ordinary human beings, possess no direct way to look into the human mind and observe precisely what it is comprised of or how it operates. Consequently, the only workable approach towards psychology, according to behaviorists, is to conceive of the mind as the relay between external, physical inputs and their resulting outputs. In other words, the mind is simply a mechanism that performs certain functions when specific inputs are given to it, and the result is an output--this output is human behavior. In other words, although the ideal way to analyze human behavior and thought would be to observe the mechanisms of the mind first hand, psychologists must be content to observe behavior and make inferences about the mind. Doubtlessly, even though significant advances have been made in our understanding of the physical mind, the mental and subjective machinery within will forever remain a black box to our probing."
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Piaget vs. Kohlberg, 2002.
This paper compares the developmental theories of two eminent psychologists: Piaget?s Theory of Development vs. Kohlberg?s Theory of Moral Development.
1,195 words (approx. 4.8 pages), 3 sources, $ 40.95
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Abstract
This paper contrasts the two fundamental theories of Jean Piaget and his student Lawrence Kohlberg regarding the development of a child?s mind. The paper explains that Jean Piaget?s theory relates an age factor and the child?s learning and comprehension abilities; whereas, Lawrence Kohlberg's theory deals with the value building and image forming processes of a child in various stages while a child is growing into an adult. The author presents both theories in detail.
From the Paper
"The first level of Kohlberg?s theory is referred to as ?Pre-Conventional Morality? (Developmental Theories) with two stages. One stage is called ?Obedience and Punishment? and Stage Two is titled as ?Individualism, Instrumentalism and Exchange? or ?Na?ve Hedonism? (Developmental Theories). The authoritative figures in this level pose either threat or reward for the young learners thereby compelling them to conform to more ?socially acceptable? behaviors. However, the second stage of Level One engenders a moral behavior that is not so ethical nature but rather introvert, inducing actions wherein a child performs keeping mind his needs and desires rather than what is morally accurate or inaccurate."
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Jean Piaget, 2008.
A biography of psychologist Jean Piaget and a look at his work in cognitive development.
3,963 words (approx. 15.9 pages), 32 sources, APA, $ 107.95
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Abstract
This paper looks at the life of Jean Piaget who was born in 1896 in Neuchatel in the French-speaking part of Switzerland. The paper discusses his education and his career, focussing particularly on how he developed his four stages of cognitive development and how he continues to influence many intellectual fields.
Outline:
The Stages of Cognitive Development
Piaget's Understanding Of the Mind of the Child
The Developmental Process
Influence
Developmental Psychology
Education
Historical Studies of Thought and Cognition
From the Paper
"While helping to mark the results of the responses to various intelligence tests, Piaget noticed that on certain question, young children consistently answered wrongly. He became intrigued with the fact that children at certain ages consistently adhered to the same pattern of mistakes, while they learned that their answers were wrong as they matured. In a moment of insight, Piaget reasoned that at certain stages of a child's life, a young child's cognitive processes, the way it thinks, is profoundly different from the thought process of an adult. Eventually, his research led him to set forth a theory of developmental stages in which he reasoned that in each of four stages of development, individuals exhibit certain distinctive common cognitive patterns."
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Jean Piaget, 2004.
An examination of the life and theories of Swiss psychologist, Jean Piaget.
1,237 words (approx. 4.9 pages), 6 sources, MLA, $ 42.95
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Abstract
This paper explains that Piaget was famous for his pioneering studies of the development of thought processes, particularly in children. It briefly provides a biography of Piaget and then analyzes his theories, focusing on play development in children.
From the Paper
"Piaget's work on concept formation in children falls into two main phases: an early phase (from 1924 to 1937) in which he established the basic differences between thought processes in children and those in adults, and a late phase (after 1937) in which he carried out detailed investigations of thought development and evolved his theories about concept formation in children - his best-known work."
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Piaget Experiment, 2003.
A summary of a Piaget experiment with young children and adolescents.
2,300 words (approx. 9.2 pages), 3 sources, APA, $ 79.95
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Abstract
This paper summarizes a classic Piaget experiment with young children and adolescents. The paper begins with a discussion of Piaget's theory of cognitive development. Next the paper describes the sample and procedures used in the experiment. The paper concludes with observations, analysis and implications of the results.
From the Paper
"The following research paper presents an early middle childhood and adolescent Piaget activity. An experiment with young and adolescent children was performed and findings are presented..."
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Piaget?s Theory of Conservation, 2002.
An evaluation of this theory against the backdrop of Piaget's cognitive model.
1,350 words (approx. 5.4 pages), 2 sources, APA, $ 45.95
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Abstract
Piaget?s theory of conservation in children is tested to determine its validity. Piaget?s cognitive model is explained in terms of its two fundamental concepts, namely, assimilation and association. The paper then moves on to describe the writer?s experiment, in which he tests the conservation theory. The paper also points out cognitive differences between children and adults, as learned from his/her experiment.
From the Paper
"Piaget?s theory of conservation in children was tested to determine its validity. It is an attractive model to test because it produces (or at least should produce) unambiguous results. Moreover, while these results in and of themselves are fairly simple, they help us to understand a process that is at the same time both very important to us and highly complex ? the ways in which children?s cognitive skills develop."
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Piaget's Conservation and Childhood Justification, 2005.
This paper explores research to determine the efficacy of Piaget's conservation and childhood justification theories.
3,220 words (approx. 12.9 pages), 8 sources, APA, $ 92.95
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Abstract
This paper explains that, although Piaget's theories of child development have been generalized and widely accepted, his work is not unassailable because he based the majority of his observations on the study of his own children. The author points out that, even today, there is little agreement as to the precise accuracy of his stages or the way in which they may be measured and determined especially the impact of cultural differences and the issue of giftedness among children. The paper includes (1) a literature review of several studies and (2) an interview of a child conducted by the author.
From the Paper
"Of course, if children are just responding to subtle cues given by the interviewer, then one would expect studies to bear this out -- and they do. McGarrigle and Donaldson (1974) found that if Piaget stage tasks were performed in a way that minimalized the appearance that the first answer was wrong, the success rate of an average group of four year old children jumped from 22.5% to 80% -- a total reversal of the trend towards failure for that age. In this study, the researchers pretended that a "Naughty Teddy" toy escaped his cage and messed up the lines of objects. They researcher then asked for the child's help in making sure the lines were still had the same number of objects."
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Piaget's Education Theories, 2003.
A look at how Jean Piaget's theories could be applied to modern-day educational theories.
2,158 words (approx. 8.6 pages), 7 sources, MLA, $ 67.95
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Abstract
This report examines the place that Piaget's theories should have in the modern classroom, particularly during the stage of middle childhood, the potential practical applications of his work at this educational stage, and the potential educational pitfalls of ignoring his groundbreaking ideas during this time.
From the Paper
"Piaget's theories have two major components: the process of "coming to know" and the stages that humans pass through in order to acquire this ability (Huitt & Hummel, 1998, para. 3). Because of his initial training as a biologist, Piaget continually related his psychological theories back to biological bases. Indeed, he stated in an interview in 1969 that "I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology" (Pyche, 2). His theories about the process of learning clearly reflect this bias. Thus, intelligence is reflected through adaptation to the environment and is controlled through mental processes called schemas. Schemas can be either congenital, such as reflexes, or constructed. Through schemas, a person builds a mental representation of the world, and uses them to assimilate with or accommodate to the environment around them (Huitt & Hummel, 1998, para. 5-8)."
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Piaget and Vygotsky, 2005.
A review of Piaget and Vygotsky's applications in education.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper discusses the cognitive learning theories of Piaget and Vygotsky. The paper also examines the differences the theories of learning that each of these professionals developed in relation to education, and how their work can be applies to the classroom environment. The paper then discusses how these concepts can be applied to a lesson in science for grades 3-4, as well as the methods in which the two theories can be used in conjunction with one another to provide successful learning outcomes.
From the Paper
"There are various approaches to classroom instruction within education today. As teachers are inundated with monumental changes in education, (such as the Federal No Child Left Behind Act and State guidelines), it is often difficult to develop teaching strategies that focus on how children learn, as opposed to a student's success rate in test taking. However, Piaget and Vygotsky both worked to develop concepts of cognitive learning that are significant to the educational environment because the realization and practice of these methods may aid many children in progressing successfully through the educational system. Piaget, (1896-1980) believed that children learned in stages, and that these stages correlated with the child's age group. "
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Piaget?s Concrete Operational Stage, 2004.
A definition of the concrete operational stage of development, as presented by Jean Piaget.
1,857 words (approx. 7.4 pages), 3 sources, MLA, $ 59.95
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Abstract
This paper discusses how there is a great deal of difference between the preschool-aged child and the elementary-aged. Jean Piaget identified this developmental stage as ?concrete operational? and identified onset to completion as between the ages of six and ten. his paper explains this theory and examines how it applies to understanding childhood development.
From the Paper
"As a child grows he or she is able to confront issues specifically related to an age appropriate difficulty. They receive input from the people who are important to them and, based on what they believe is success or failure of the goal associated with that stage, the next stage is confronted. People develop throughout their lifetime. It is how the individual perceives the world as well as the way in which the people around them respond that provides the impetus for change and development. There are physical, cognitive, social, and moral characteristics concerned with different developmental stages."
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Piaget and Childhood Development, 2005.
This paper discusses Piaget and his famous childhood development theory.
1,800 words (approx. 7.2 pages), 5 sources, $ 71.95
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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."
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