Piaget's Theory Applied to Personal and Social Work Development

Introduction and Personal Background

This paper traces the overall development of my life and examines how the developmental theory put forward by Piaget applied to different phases of my learning and growth. It also incorporates the views highlighted by Santrock in his book Life-Span and Development and explores how heredity and socio-emotional characteristics shape a child's cognitive development and personality. Both of these dimensions, among others, are discussed in relation to my own development — shaped by the heredity and socio-emotional experiences I encountered personally and professionally within the social environment in which I was raised.

Growing up in a joint family, I had the best and the worst of both worlds. I had friends at home and didn't need to look elsewhere, yet those friendships grew more complicated with the passage of time. Maturity did not seem to be the cause; it seemed more like a lack of common sense that created unnecessary complications in situations that could have been handled easily. Even now, when I know what needs to be done, I still find it difficult to act on that knowledge — because everything remains dependent upon theories of development, and all such theories point to an individual's dependency on their elders, peers, and circumstances.

Being one of the younger girls among at least ten others in the family, it might have seemed natural for me to conform to the norms and lifestyles the other girls followed. However, because I was in the same age group as two boys and only one other girl, I grew up more as a rebel than a follower. Perhaps one of the biggest factors shaping who I am today was this inadvertent childhood choice — to be one of the boisterous ones, the rebel (Lesser and Pope, 2007). As a woman in that household, I never felt pressured to conform to what society expected of a modern woman. Instead, I made my own independent choices, earned my own income, invested time and effort in my education, and learned the value of standing up for myself. Professionally, I have no qualms about standing alongside the best and still feeling confident in my own abilities. I do not feel intimidated, and I do not hesitate before speaking my mind on a business or professional issue.

To understand why I describe myself primarily as a rebel, it is necessary to understand the social and cultural norms that formed the structure of the environment in which I was raised. In my society, for a long time, women were expected to be the pillars of the household in one specific role: as caretakers of the home, while men were the breadwinners. There were only a handful of instances where these two roles would merge. Growing up within this social structure is not easy for either men or women, but having developed a strong sense of self — supported by my parents — I remained, fortunately, among the few who could manage both the outside world and the household (Lesser and Pope, 2007).

Professionally, navigating both domains was tougher than I had initially expected. The reality is that one's family structure and the broader social structure do not always align. Having grown up in a family that accepted and encouraged my ambitions and eccentricities, entering the real world and applying myself among a wide variety of personalities and mindsets was a daunting task. Since a community's overall social structure is composed of its institutions — educational, corporate, financial, and governmental — it was harder to challenge norms and make an impact alone. Social expectations were far more rigid and people far less flexible. I therefore relied on the common sense and intelligence that I felt had been lacking in some of what I had witnessed at home, using them first to understand my surroundings and then to adapt myself to what those surroundings required — while simultaneously addressing the reservations and fears associated with allowing something new into an established system.

Piaget's Developmental Theory and Cognitive Growth

Piaget's developmental theory is perhaps the most definitive of all developmental theories and the benchmark against which other theories of development are measured. In his theory, he explains that cognitive development begins in a child even before they can talk or walk. His ideas have been revolutionary in understanding the human psyche and in demonstrating how the academic development of children of all ages can be positively influenced (Hofer and Pintrich, 1997).

Piaget explains that the process of growing up is crucial for any child to fully develop their cognitive abilities in the face of the varied circumstances that life presents. In my own experience, making friends and belonging to such a close-knit joint family — even if that closeness was sometimes only surface-level — made me far more comfortable in a range of social settings. When I started pre-school, I do not remember ever having difficulty making friends. Throughout my school years, I was socially accepted, even if I was not particularly popular (Hofer and Pintrich, 1997).

I can also apply Piaget's views on how a child develops a sense of maturity and the capacity to deal with different experiences only once they are psychologically ready to do so. Making friends was easy for me, but choosing my true friends only became possible when I was psychologically mature enough to recognize the traits I valued and respected in others. In demanding and expecting those traits in the people around me, I eventually incorporated them into my own character, both personally and professionally. These traits include loyalty, honesty, dedication, a sense of humor, common sense, intelligence, open-mindedness, and foresight. While Piaget's approach to behavioral development is far more extensive than what I have described here, these are the aspects I find most relevant when applying his theories to my personal and professional life within my social environment (Hofer and Pintrich, 1997). Although I did not become a doctor or paramedic — which was my initial inclination due to a strong interest in medicine — I remain one of the most well-informed self-taught nutrition advocates and the most physically active person in my household.

Heredity, Environment, and Personality Development

In Life-Span and Development, Santrock (2004) focuses on how the interaction between heredity and environment shapes the biological and psychological makeup of children. I can relate to this on a personal level: my social ease and comfort in group settings were traits common to both of my parents. Though they were more conventionally popular in their youth than I was in mine, their passion for sports translated directly into my life — whatever sport I chose to invest time in, I excelled at it.

However, hereditary development has not always been positive. Alongside the good qualities I absorbed from my parents and from their attitudes toward me since childhood, I also inherited some of their medical vulnerabilities. Osteoporosis, for example, is a condition I inherited from my mother's side of the family. Yet having this thread in my family history has helped me develop several important qualities in both my personal and professional life: stronger coping abilities; critical analysis; greater awareness in making life choices; a problem-solving orientation; freedom from stereotyping or bias toward others; and a growing interest in the medical challenges that individuals can face.

Coming from a deeply spiritual family, my inclination to understand dimensions beyond the realm of logic and tangibility is strong. Examining the world purely from a scientific perspective never particularly intrigued me, but exploring its complexities and looking beyond the surface — beyond numbers and formulas — complements my interests as a social worker beautifully. This is perhaps my greatest strength, and one I share with many colleagues. The ability to empathize with those who need help can be approached objectively and scientifically, which I believe is necessary for effective social work. In my case, however, the empathy I develop is guided by my spirituality and my inclination to see beyond the obvious. This combination has been most beneficial to me as a social worker (Robbins, Chatterjee, and Canda, 2006; Lesser and Pope, 2007).

The loyalty and dedication I bring to my work are qualities I am proud of. As noted earlier, these are traits I seek in friends precisely because they are traits I embody myself. As a social worker, dedication may be the single most important quality one can bring. To sustain this work, one must have a genuine passion for it — enough to withstand constant setbacks, financial instability, and limited public awareness. I must acknowledge, however, that such dedication can carry a negative impact on one's personal life. Within social work especially, deep passion can crowd out almost everything else: social activity declines, nutritional needs get neglected, and political and economic pressures create significant stress and related health problems. It is therefore essential to cultivate balance — to maintain at least four or five personal relationships and pursuits that define who one is outside of the professional sphere (Robbins, Chatterjee, and Canda, 2006; Lesser and Pope, 2007).

Conclusion

The overall influence of Piaget's developmental theory, combined with the insights offered by Santrock in Life-Span and Development (2004), Long and Holle in Macro Systems in the Social Environment (2007), and Lesser and Pope in Human Behavior and the Social Environment: Theory and Practice (2007), has made me realize how every experience — even those that occurred before I was born — has shaped who I am today. That realization informs everything I do, with the understanding that what I do today may shape the lives of people I have yet to know and may yet come to love.

References

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