Jean Piaget's Cognitive Development Theory Analysis

Developmentally Appropriate Practice (DAP)? Illustrate how DAP is child-centered? “Developmentally Appropriate Practice, often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.” (National Association for the Education of Young Children, 2009) DAP is a tool that guides teachers in making good decisions for the children, both as individuals and as part of a group, based on their understanding of the child’s development and learning as well as in setting learning goals that are both challenging and realisable for the children. In a developmentally

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).

How to apply Cognitive Theory in real world teaching It is very important to carefully assess the children’s current stage of cognitive development. With the help of this, teacher can arrange the lesson and tasks according to their development level. Students I am teaching are in the formal operations stage. Those who are in these stages are between 12 to 15 years old. It is mentioned in the theory that, those are in this age is very good at think about a situation with predefined result, also to form a hypotheses.

Bruner’s theory links in closely with Vygotsky’s theory as they both stress about the importance of involving the partnership of parents in order to develop a child’s learning further. “Bruner considers that it is necessary for the adult to be able to ascertain what the child

In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.

Lev Vygotsky provided many contributions to development that impacted what we know about how children learn and the kinds of environment that should be provided for optimal development of language. Vygotsky believed that the environment provides children with information that supports language development. Similarly, he theorized that language begins with communication between children and individuals in their environment. He developed the Zone of Proximal Development (ZPD) which is the distance between what a child can do independently and what a child can do with support from an adult. Therefore, the main role of an adult is to help children bridge the distance between what they can do independently and what they can do with some support.

A social constructivist viewpoint needs a view that teachers have a responsibility for understanding the nature and level of each child’s learning and to use that knowledge to build their practices in a way that is relevant for particular children in particular contexts. Such a viewpoint can notify practices for insertion that are based on a very dynamic model of children’s learning. Finally, contructivism 's utmost influence to education may be through the change in emphasis from knowledge as a creation to deliberate as a process. This legacy of constructivism to be expected demonstrates to be a fixed and significant modification in the structure of

Educators are observers and designers who have to observe children’s abilities, interests and learning styles for designing a curriculum that fulfill everyone’s needs. Observers also play an important role on noticing individual differences and offering help to children who have lower ability to improve

Observations are considered to be an important part while working with the children. There are number of reasons why recorded observations are required. To plan for individual children’s needs- Observations are very important when planning for children’s individual needs. While observing practitioner understand children’s needs, interests and their stage of development. Once children’s needs, interests and stage of development are recognised, practitioner can plan activities and resources accordingly.

Children learn language skills by interacting with the immediate environment and training or simple structural changes can improve language skills of children (Bouchard & Gilles, 2011). The early education given in early childhood shapes foundation of the life and helps mental and academic development of child. Throughout the play and education, children learn social skills along with how to deal with others and develop their own values (Webster-Stratton & Reid, 2010). Therefore, this paper, with the purpose of developing the children’s future, discusses why it is very essential to recognize the importance of early childhood education, how it effects to person 's life and how it can be developed. 2.Disscussion of findings 2.1.