Jean Piaget 1896-1980
Descriptive Reflection
Piaget constructed a theory of development that states that the “growth of knowledge is a progressive construction of logically embedded structures superseding one another by a process of inclusion of lower, less logical means into higher more powerful ones up to adulthood.” Piaget lists the key concepts of his theory of development as follows:
• The Sensorimotor Period (birth to 2 years)
• Preoperational Thought (2 to 6/7 years)
• Concrete Operations (6/7 to 11/12 years)
• Formal Operations (11/12 to adult)
The cognitive changes that take place during these periods range from using only motor reflexes to think and see the world (no speech), through to being capable of thinking logically and abstractly. The way Piaget believes that this occurs is through a process of equilibrium, where a child is content with their thoughts, then become aware that the way they have been thinking is not advanced enough, finally the cognitive changes occur and the child advances through to the next stage of development. This theory of learning can also be placed in the category of “constructivism” as the process of development is a continual self-construction of knowledge for the individual (Silverthorn, 1999).
Critical Reflection
I find that Piaget’s theory gives a clear overview of the various stages of development referring to the individual’s age and development level. I feel these concepts can been used in the planning and application of student learning in all areas, however I also feel that by solely using this theory learning will not be at full efficiency.
References:
Silverthorn, P. (1999). Jean Piaget’s Theory of Development. Retrieved on April 03, 2007, from
http://tonymcarthur.edublogs.org/files/2007/03/piaget.htm
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