Teaching across Different Learning Styles - Essay Example

While talking about the development of children and the learning process, Piaget always talked about the social factors influencing particular growth processes. In addition, he further talked about the cognitive, moral, and social development of children.

As far as cognitive and socio-moral development is concerned, Piaget relates three parallels. First, Piaget explained that as the object world is constructed by a child, the same case occurs with psychological development. So, psychological knowledge can be constructed by children as well.

According to Piaget, the second parallel involves the fact that effect is an in-dissociable element while talking about intellectual growth and development process. So, socio-affective ties motivate moral and social development.

Third, the self-regulation process is also described for moral and social development as for Intellectual and cognitive processes.

In the view of Jean Piaget, a child’s intellectual development and adaptation are always dependent on the environment. This occurs in the same way as physical development does happen. While talking about development, Piaget also mentions and focuses on the significance of peer relations same as Tudge and Rogoff mentioned in ‘Interaction in human development (1989). However, according to Piaget’s view, peer relations do matter a lot as far as a child’s construction and development process are related. Intellectual competence and the building of moral values always depend on surroundings and peers with which child uses to interact. However, some researchers and analysts are of the view that intelligence and morality are always dependent on peers. Peers play a major role in value building and development but they are not the ultimate influence on children. Anyways adult-child relations or relations with peers always influence the overall development process.

So, Piaget’s development process expressed a gradual movement in children from anomy to heteronomy which further leads to autonomy. This description can further be described as a process when a child passes through the development process from non-regulation by self and others to a process when the child starts getting directives from others. Finally, a child reaches to a stage of autonomy meaning the self-regulation process. Moreover, Piaget also mentions two types of moral development in children based on their relations with adults. The positive regulations lead to the promotion of development optimistically. On the other hand, negative directions or coercion retard the overall development in the short and long run as well. So, we can see that morality is not dependent on personal or individual convictions rather it always depends on the environment and people with which a child interacts.

Here, it is also important to mention that although child development is based on people living around it is also a fact that beliefs also play a major role in this regard. This is also known as autonomous morality. This morality reflects the process of self-regulation in children. Self-constructed moral values give rise to beliefs. Moreover, on a practical level, we can see beliefs play a great role as far as the development process is related. Children will never like to follow readymade rules given or prescribed by their adults until or unless they develop personal convictions in this regard.

So, when we talk about education instruction, cultural diversity, language, and learning, we can see that adult-child relationships do matter a lot. These relations might be power based which adults always use to direct little kids or the relations might be friendly promoting positive development in children. Anyways it is a fact that relationships influence the overall developmental pattern. In the first type where adults use constraints or coercion, children are given readymade instructions or rules for behavior. So, the child is also required to give maximum possible respect to his adults and adults exercise power and authority to instruct little individuals. We can simply say that adult controls the overall behavior of the child. A downside to this approval involves the fact that the child is helpless. The reason for particular behaviors is irrational and totally outside his/ her jurisprudence. Moreover, his values and personal interests are also based upon adult intentions. In a technical term, Piaget calls this relation ‘heteronomous,’ where a child always follows the rules prescribed by adults rather than by self. However, the heteronomous approach may range from punitive or hostile behaviors to sugar-coated actions.