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).
The second theme I noticed was memories/knowledge and wisdom. I think it displayed how the amount of knowledge a person has measured how wise and respected they are. The third theme I found was maturing. Coming of age, especially with children showed that they were now expected of more things. Throughout the book Lowry tries to warn us about the danger of blindly conforming.
James is able to process any adjustment by assimilating, accommodating and equilibrating the experiences that comes his way. James assimilates when he uses an existing schema to deal with a new experience, object or situation. Accommodation happens when the existing schema (existing knowledge gained) cannot apply to a new experience or situation, and needs to be changed to deal with the new experience, object or situation. Equilibration is the force behind learning, the more James experiences new objects, gather more knowledge, having new evidences, his brain accommodates and think differently, changing his understanding of the new schema thereby causing him to equilibrate, act differently and demonstrate a new behavior or thinking. Should James ‘ball’ get stuck again, his chances of success will be rated higher than the author’s initial
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 believed that mental structures are initiated shortly after birth therefore, children are also able develop mental blocks. However, mental blocks are strengthened when individual actively participate with the available resources of the environment, through practice, experiment and serendipity (Galotti, 2008). In addition, to constructing mental blocks, Piaget viewed adaptation as a source responsible for shaping mental structures. Adaptation is further broken down into two principles called assimilation and accommodation. Piaget used these principles to explain the process of developing concepts and
Social immaturity in children is both a societal problem and also a personal problem for affected individuals, their families and schools. Kegan described a theory of how people become progressively more socially mature across their lifespan. Though a wholly original and creative contribution, Kegan’s theory borrows heavily from earlier developmental theorists, most notably from Jean Piaget. He described how children’s ability to think develops from birth through early adulthood. He theorized that children pass through predictable developmental stages in which their mind develops in complexity and appreciation (ability to accurately understand) of reality.
Evaluation Maslow developed this theory as he felt that Freud’s notion in the psychoanalytic was not concise on the self-actualization of an individual, hence he developed the theory to span the gap created by Freud. According to his theory he considers the patients need first through his therapy in the patient oriented sessions Brown (1977). The hierarchy gives us a clear picture of these needs in a manner of a diagram starting from the most essential needs and it gives us a clear indication on the importance of these needs and how we should intend to meet the A PPLICATION OF MASLOW’S THEORY ON
This causes the improvement of an individual’s new outlooks, rethink what were once misunderstandings, and assess what is important. On the other hand, Accommodation is reframing the world and new experiences into the mental capacity already present. Individuals perceive a particular fashion in which the world functions. Apart from learning theories, Piaget's theory of constructivism addresses how learning actually occurs, not focusing on what influences learning. Learning Learning is important because no one is born with the ability to function completely as an adult in society it is especially important to understand the kinds of learning experiences that lead to transferdefinedas the ability to extend what has been learned in our context to new context (eg.
Physical environment causes human variation because the human species is very sensitive to change, so if the environment promotes growth or restrict growth using environmental factors weather changes, diet, land, humans in that population are bound to change because they have to adapt to the new environment (Scupin and De Corse, 1998). These factors contribute in human variation. Culture is the most common cause of human variation in this modern life. People isolate themselves from others just because they have different beliefs, diets and outfits. They associate and reproduce together to maintain their culture, that inhibits gene flow and that influences human variation (Scupin and De Corse, 1998).
Since it characterises cognition over long periods, it is illustrative and stable (Kail, 2004). His theory has also been the subject of various research projects done by psychologists in the field (Corman & Escalona, 1969). It has been subjected to much criticism, as certain people may believe that it is too rigid, and does not take into account the cultural aspects of development, as observed in Vygotsky’s theory of cognitive development. Piaget’s theory, however, as previously mentioned, is a more universally applicable view of development and cognition (Corman & Escalona, 1969). It is not limited to certain geographical areas, or ways of thinking.