He has been advanced in the timing that Piaget has created, but it is good to know how infants learn through stages and that they are all individuals and learn at their own pace. Piaget has done something great by discovering these stages of cognitive development that can almost give parents and educators a map of what is happening in a child’s mind as they are growing up. In the video, Inside a Child’s Brain by David Eagleman (2015) it talks about how you become who you are by what is removed from the brain, after the age of 2 the neurons in the brain slow down. The links that you do not use in those first years of age in your brain you lose as you grow (The Brain). The video shows how important the first two years of age are in a child’s life while the sensorimotor stage is
Even if language focuses on a child’s ability be able to understand and speak a language, it is better if the child knows how to think, learn, and solve problems as they grow in order for them to figure out how things work in their surrounding and how they will be able to stand on their own once they encounter a problem. Even at their young age, a child does experience minor problems such as how to get up after they fall from standing, walking, talking, etc. As I have said earlier, cognitive development correlates with language development. Through the process of learning how to talk, at the same time, the child starts think, learn, understand, and solve his or her problem. It may be as simple as trying to talk clearly by mimicking.
Children learn about the world through basic actions such as sucking, grasping, looking and listening. At this stage, a child’s intelligence consists on their basic sensory experience. By feeling and touching objects, a child is able to attach names to them. They realize that their actions can cause things to happen in the world around them. The Preoperational Stage; At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people.
As I discussed above, Piaget believed that all children sought out information and they would naturally develop these abilities but Vygotsky presents a more logical theory. As children, our interaction with our surroundings and the people around us shapes how we develop. “According to Vygotsky, language is the basis for cognitive development, including the ability to remember, solve problems, make decisions and formulate plans” (Martin et al., 2010). When young children below the age of seven would say words to themselves, Piaget saw this as an egocentric and non-social act whereas Vygotsky saw this is an early learning and memorisation process. Once the child reached a certain age (middle childhood), they would stop talking to themselves thus developing what he called an “inner speech”.
Piaget and Maslow: Teaching the whole child Exceptional educators keep their fingers on the pulse of what their students need, in order to teach them effectively. Examining Piaget and Maslow’s theories, and applying them to the classroom will facilitate achieving this goal. Considering Piaget’s focus on development, and Maslow’s prioritization of human needs, one can integrate these ideas into classrooms and lesson plans that are optimized for student success. Piaget’s theory of cognitive development Piaget asserts, children are born with inherited scripts, called schema, these schema are building blocks for cognitive development. As a child grows, he acquires more of these building blocks; moreover, these building blocks become more complex as the child progresses through different stages in development (Huitt, Hummel 2003).
Piaget’s theory is based on assisting others until they can help themselves. Piaget goal is to help children learn so that they can become successful as they reach adulthood. Children learn as they experience different things in their environment. This includes playing with toys and using objects that helps them physically. For example, a child who enjoys drawing could
However, later in this stage, if a child was playing with an object, and it gets hidden from view, the child will look for the object. Preoperational stage. During the preoperational stage (ages 2 to 7 years), the child 's intellectual abilities expand greatly. The child, during this stage, is able to go beyond direct experience with objects. The preoperational child is able to represent objects in their absence, thereby developing the ability to manipulate in the mind.
Learning about the human self is one of the primary tasks of social cognitive development and distinguishing the self from the environment begins early in infancy. The self consists of self awareness, self esteem and identity. Identity is made up of many different aspects which make a person who they are such as religion, personality, relationships and interests. From an early age to adolescence, we have self concepts about our identity. Harter (1999) argues that from ages 3 to 4, children tend to describe physical characteristics such as ‘I can run very fast’.
According to Hill (2012), at the first stage infants are able to response when someone call their names. In the next stage, babies can speak usually no content words sentences then when they become toddlers, they are capable to request or say their needs with three-word sentences such as “bring me a cup”, “don’t touch it”. When they grow up, school-aged children use their rich vocabularies instead of basic words to gain semantic knowledge. Heick (2014) claimed that Children tend to use new vocabulary that fit their idea to describe a new concept. This phenomenon is called schemas.