¶ … Cognitive Development: Jean Piaget
Jean Piaget was intrigued with the reasons children gave to justify their incorrect answers to questions that called for the application of logic. He interpreted these as symbols indicating just how differently adults and children think. In his view, a child's thinking is influenced by the experiences they have with their environment and how mature their biological system is. Towards this end, a child will often construct their own understanding of the world based on what they experience in their physical environment, and will adjust the same as they continue to mature, and as they interact more with the larger environment. Gradually, these formative rational constructs, which Piaget refers to as schemas, are integrated into the child's cognitive processes and become more abstract. This text outlines the theoretical constructs behind Piaget's theory, and examines how relevant Piaget's framework is to contemporary education.
Piaget's Contribution
Sigelman and Rider (2014) refer to Piaget as a giant in the field of cognition. Piaget stimulated research in the field of intellectual development through his questions about how human beings come to understand the world (Sigelman & Rider, 2014). He demonstrated that answers to the same could be obtained through observing how thoughts and ideas evolved throughout a child's developmental process. He used a series of ingenious tests and observational studies to develop a cognitive model showing just how different children's schemas are, from those of adults; and how children's thinking, therefore, differs from that of adults as well as that of other children in other stages of development. As Sigelman and Rider (2014) point out, this perspective forms the fundamental framework for human development, and its theoretical constructs continue to guide the study of intellectual development to this day.
Further, with his work, Piaget cast doubt on the historical assumption that children are less competent thinkers compared to adults. He showed that children and infants "are active in their own development -- that from the start, they seek to master problems and to understand the incomprehensible" (Sigelman & Rider, 2014, p. 202). Throughout their development, they strive to correct their cognitive disequilibrium through the processes of accommodation...
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