From Piaget’s stages of cognitive development, I have learned that children think in significantly dissimilar ways than adults do.Piaget’s Work shows that children are born with a very basic hereditarily intellectual composition that evolves and is the establishment for all…
on which is using an existing schema to deal with new circumstances, accommodation which happens when current knowledge does not work and has to be adjusted and equilibration which occur when child schemas can deal with most new information through assimilation. An example of adaptation in my scenario is when my two-year-old niece saw my tablet for the first time and referred to it as a computer. In this occurrence, I explained to her that it’s not a computer though it looks like one therefore she was able to adjust with the new information (Wadsworth, 2004).
Assimilation and accommodation require an active learner, not a passive one, as a teacher one should concentrate on a child thinking rather than result because it encourages problem-solving skills rather than trained. Paget’s theory also reinforce teachings should be accomplished by encouraging discovery for themselves rather than direct training. A teacher can also use this information and, use energetic methods that necessitate reconstructing of truths, encourage shared as well as individual activities. He or she can create disequilibrium in order to accommodate new information, arrange situations that present real-life problems and evaluate the level of child development so that you can go at his or her pace. More mature activities should be discouraged as it will confuse the children. On the first stage sensory –motor occurs between birth and two years. Children begin to understand the information they are receiving through their senses in particular, when reflex movement become more developed. Understanding of the world around them involves only the perceptions and things which the baby has already experienced for instance sucking on a nipple when hungry or reaching for an already familiar toy. Children from mental pictures of objects around them and what can be done with the object itself (Piaget, 1936). When they are around eight months they begin to look for objects hidden, for instance, a ...
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