The way you teach Your teaching much relies on your own cognitive abilities and you should be looking for signs that your students understand the information that is being communicated. How the mind understand and process new information as described by child psychologist Jean Piaget that when the information doesn’t fit you must adjust and rethink to accommodate the new information. He described the cognitive development in four stages and related them to the ability to understand information.
The term developments refer to how people grow, adapt, and change over time though physical, personal, socio-emotional, and cognitive development development. Jen Paget theory of cognitive development proposed that a child’s abilities progress through four distinct stages.
Piaget divided the cognitive stages of children and adolescent into four stages: sensorimotor, preoperational, concrete operational and formal operational. Piaget believed that all children are born with innate tendency to interact and make sense of their environment. The child actively builds a system of meaning and understanding or reality through their experiences and interactions. In this view is shows that a child is continues to build knowledge by accommodating new information.
First is the Sensorimotor stage which is from birth to age two. This stage is when the child learns about oneself and the environment motor and reflex actions. This learning can occur through accident and then through more intentional trial and error efforts. Thought usually derives from sensation and movement. When a child learns that he is separated from his environment but he continues to exist in their senses. Behavior can be modified by using the senses from a frown or a soothing voice.
Secondly, is the Preoperational which begin when a child begin to talk until the age of seven. When applying this method the child begins to use symbol to represent objects and he also personify his objects. He will be better able to think about things and the events. The child will have difficulty conceptualizing time and his thinking ability will be influenced by the way he likes things to be or in his fantasy world. He also thinks that others will see things from his viewpoint. He often changes his mind to fit his idea. One must take into account that a child with a vivid and undeveloped sense of time. Because the child is unable to see the views of others, they often see events in reference to themselves. A child touch can give him active roles in the learning and he will be using neutral words.
Thirdly, Concrete this is about Childs first grads to early adolescences. Accommodation increases during this stage. Children at this stage is able to form concepts, see relationships, and solve problems, but only if they involve objects and situations that are familiar. This is when he will be able to make rational judgment about concrete and observable phenomena. As in the prior year’s he would have to manipulate to understand and a child will be giving him the opportunity to ask question or to explain his understanding of the manipulated information he processed.
Next is the Formal Operation, which is adolescence. This is the stage of a child’s final form of cognition. Where a child is no longer required to make rational judgments, he will be capable of hypothetical and deductive reasoning. There will be a wide range of teaching an adolescent because he will be able to consider many possibilities and several perspectives. Piaget suggestion that in the formal operation stage cognitive development is closed. The foundation had been laid and no new structures need to develop, the only additional is knowledge and the development of more complex schemes.
Within the classroom the advantage of using this theory it can help educators by recognizing the student’s ability to reason about situations and conditions that they have not experienced. The can…