Jean Piaget's Cognitive Development Theory

It is important to learn how children are thinking, what causes that thinking, and when/how their thinking is changing over time. Theory of mind is of particular importance

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.

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.

Children this age display logic skills, the ability to apply rules and categories, and are able to infer. This is also the stage where children are supposed to learn to take in multiple variables and develop the skill of conservation. 2. According to Erikson, development is brought about by interactions with others.

Through social guidance and cooperative dialogue, students acquire skills and knowledge. From this point of view, cognitive development is the gradual acquisition of skills, knowledge and expertise. By examining Vygotsky’s theory, educators learn that cognitive growth is a socially mediated activity that occurs in a context of social interaction. Knowing this, teachers can offer students social guidance to help them develop the kind of thinking they need to become effective participants in their

This defines the roles of the teacher and the learners in the learning process which states that the learners will be the focus of the teaching-learning process. The teacher’s role is to facilitate learning by utilizing the interests and unique abilities of learners to reach a goal. On the other hand, the learners’ role is an active participant rather than a passive one. This means that the learner will be involved in tasks that will help him reach the goal of learning.

I believe that all children are individuals, unique in their abilities, from a wide diversity of backgrounds and cultures, and they also have the right to be treated with dignity and respect. 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

Observation is the tool that practitioners use to obtain the necessary information that helps them to plan effectively for each child. 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-

Assessment for learning Theoretical and historical perspective linking to practice: There have been several theorists who have developed their theories, and have explained their key ideas, and their teachings, learnings, and assessments. Every theory with their own limitations provides their vision, and interpretation of different complex issues. These theories can be used by the educators to resolve their daily issues, and contexts. One of the behaviorist theory advocated by Skinner provides the key idea that behavior can be learned and unlearned, and/or can be replaced with appropriately acceptable behavior. According to him, a child’s behavior reflects the relevant responses they get against behaviors’.

It also encourages the cognitive apprentice approach where reflective practices of learner (learner-self interaction) and the interaction between the learner and the facilitator are crucial, similar to my personal lens. The function of context is another aspect of my personal lens aligns with the established theory where contextual learning is the key. Using authentic contextual experiences that are decided by learners drive the learning experiences in my kind of classroom. Finally, with regards to the role of facilitators, both views support that educators should provide guidance from reliance to gradually move to independent

Hilary Jo Seitz suggests that teachers can identify and learn about children’s interests, experiences, questions, comments and conversations. Then help, extend and encourage them to follow their interests. After that, construct a plan for an effective learning experience that are connected deeply to their interests. Teachers initiate this process through their observation first, then documentation. The documentation could be presented through children’s conversation, photos and work samples.

In the assumption of learning theory we are making assumptions about learning from different perspectives. From an educator’s perspective, we have made assumptions about the needs and readiness of learners, and assumed that there are best teaching and learning strategies for particular learners under particular learning context. Experiments and research have been conducted to validate the findings. From a learner’s perspective, the learners have assumed that they would be able to achieve the learning goals based on certain learning strategies, that suit their particular learning styles, and under

Here is a summary of the skills I am supposed to learn in the Master of Education in School Counseling program. The intention of the Advanced Competency Assessment (ACA) is basically "to educate and improve student performance" (p.1). The Program Learning Outcomes are joined with the School of Education Conceptual Framework that combines Knows-Implements-Believes specialties in the Advanced Competencies for the school counseling licensure program.