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Piaget's Stages Of Cognitive Development
Child Behavior Evaluations using Piaget's Stages of Cognitive Development
I was working at the library when two 15 to 16-year-old girls sat down at my table. Remembering that I had to do this assignment, I tried to pay attention to their behavior without seeming to. One of the girls opened up her laptop and began to work on what appeared to be homework, while the other girl sat down and quietly waited for her friend to finish the assignment. The homework seemed to require searching for information online in order to complete the assignment. Her patient friend seemed politely bored while waiting. At one point, the girl doing her homework apologized to her friend and stated that she was "… really sorry for taking so long." The girl doing the homework also received several text messages, which she silenced and ignored so that she could continue her work and (I suspect) not keep her friend waiting any longer than necessary.
The age ranges of Piaget's stages of cognitive development would predict that these girls would likely be in the fourth stage. The expression of empathy by the girl doing homework for her friend's patience represents an ability to understand what another person may be experiencing. While this ability is consistent with stage 3 of Piaget's stages of development, which states that children in this stage become less egocentric, the ability to empathize and feel some of the same feelings she suspects her friend is experiencing suggests this young lady has moved beyond simply being less egocentric to thinking about what her friend may...
In other words, she is capable of generating hypotheses about unseen phenomena (thoughts about thoughts). This cognitive ability was called 'second-order operations' by Piaget, but others have referred to this ability as inferential thinking.
The girl need more than an hour to complete her homework and as time went by became increasingly sensitive to the burden she was placing on her waiting friend. She repeatedly asked if her friend wanted to leave or had some errands to do. She was therefore capable of inferring that her friend's patience could be wearing thin over time. Her friend likewise sensed her growing unease and tried to assure her that she was quite willing to wait ("I'm okay"; "I'm fine") and that she should take her time completing the assignment. The waiting friend was therefore also capable of empathy for her friend's growing concern and thus inferential thinking.
Piaget's stage 4 of cognitive development suggests these girls should also have the ability to consider all possible combinations to a solution. Piaget called this "hypothetico-deductive reasoning." Given the growing state of anxiety experienced by the girl doing her homework, it is not hard to imagine that she used her mental skills to run through different scenarios to determine the fastest way to complete her homework and thus end her friend's suffering. Her willingness to silence incoming text messages without reading them could indicate that she was able to minimize the impact of this variable on her pace of work. Although she could have turned the cell phone off to minimize interruptions, her parents…
Piaget Harry James Potter was born in 1980, the son of James and Lily Potter. Both of Harry's parents died when Harry was an infant. The murder of his parents literally left Harry Potter scarred for life: his lightening bolt-shaped scar is one of his most distinguishing physical features. The orphaned Harry was forced to live with distant family relatives who are Muggles, and culturally distinct from Harry. Harry Potter studies
Piaget's And Bruner's Theories For Cognitive Development Cognitive theory, to some extent, is complex and multipart proposition. It puts forward the idea that development in humans is a function of an interaction with their upbringing, surroundings and individual understanding and experiences. Jean Piaget and Jerome Bruner are the two great theorists who constructed cognitive theories (William). Both theories have some similarities and differences which would be discussed in the paper. Piaget's and
This same concept presents a major challenge to Piaget's theories as well. One of the key criticisms of Piaget's work can be found in his research methods. He used Qualitative research methods, which often do not stand up to the rigors of science. Many factors can influence the outcome of qualitative studies. For instance, sample bias may have been present in Piaget's original study. All of the children were from
Piaget's Cognitive Development The Webster Dictionary describes the word cognition as; the psychological means of distinguishing, including features such as consciousness, perception, reasoning and decision making (Cognition). Piaget's Cognitive Developmental theory was a novel idea at the time of its birth. In depth, this theory, was the first on the issue and continued the specification of the field for a while. All through this paper, Piaget's thesis will be torn down
Piaget vs. Vygotsky Cognitive Constructivism and Social Constructivism are both theories in the field of Cognitive Development which focuses on the development of how people attain knowledge about their surroundings and come to understand their world throughout their life span. Both psychologists, Jean Piaget and Lev Vygotsky, came up with their own theories on cognitive development. Piaget came up with the idea of Cognitive Constructivism, while Vygotsky came up with Social
Some might say I am too exacting, too much of a perfectionist. But working with children has and will continue to make me more accepting of the need to 'break eggs' to make an omelet, to tolerate disorder to realize a goal. Even at the formal operations stage, an adult must know that his or her cherished philosophical goals and abstractions are not shared by everyone. It is necessary