Jean Piagets Theory of Cognitive Development Children - Essay Example

Number] Experiments Spend time with a 6 year old. Prepare and replicate Piaget’s experience andbasic principles on him or her. Object permanence, conversation, animism, pretend play, deferred imitation, egocentrism etc. discuss the age and gender of the child and the results of your experiments. Which stage is the child in , according to Piaget and why? According to Jean Piaget’s theory of cognitive development children are active learners and though they make mistakes (assumed by adults), but they actually have a strong logic behind those actions. These children consider these actions (not mistakes), but logical solutions/answers to their existing developed abilities. I spent time with a three year old boy who was trying to snatch his toys from me and was whining alongside claiming his ownership. So I hid them under his bed and told him that the bird took them away because he hurts them. The three year old listened to me and stopped whining for a while, but he did not accept the fact that a bird took away his toys. He started looking for them as I hid those toys quickly in front of him (under bed). The 3-year old was able to picture the quick movements and formed an image in his mind. This object permanence allowed him to check in the places where he could found those toys. He started looking for them under the pillow, in the duvet, behind the bed and then eventually under the bed (secondary circular reaction). The child knew where it was hidden as he observed my actions peculiarly, but chose to look in other places so to display deferred imitations. These deferred imitations were observed in the past by the boy from his family, when they tried to distract him or hide something from him. The boy was on egocentrism stage according to Piaget’s theory as he was focusing on the process of an action for himself only. However, I think the boy was on higher level of preoperational stage, and was developing his cognitive skill in an interiorized action swiftly (118-119, Essa). 2. Observe the interactions of two or more elementary school age children. Age from 9-11 years old Record every observable emotion, such as laughter, tears, anger anxiety, etc. and the reason for the emotions, the consequences and whether or not emotional regulation is likely. The two girls were of age 9 and 10 and they were observed during the play. They both were excitedly engrossed in a video game, which was about car racing. The girls were playing merely and with efficiency by applying inductive logic and with the general rules of the game. The twisting and turning skill with speed along with other vehicles in row was complementary. These girls were talking in excited tones and they seem to show logic behind their every move. Their conversation was enthusiastic and depicted concrete understanding of their taken actions. As, they were able to assess the impact of their actions (running car in different directions) through reversibility skill as well, which is developed in this age (272, Shaffer and Kipp). Both were able to assess the score of the other and were also mentally calculating how to reach the targeted score to earn reward points. Their ability to converse was fully developed and as they anxiously spoke about numbers and reward points each time when any one of them scored more. Their speech was based on concrete experimental knowledge and their observation was multi dimensional instead of single, but their emotions were evident like excitement, anxiety and loud competitive comments. As both of them were able to take split second decisions to turn, speed up, apply breaks or reduce pace. These girls were socio-centric instead of egocentric because they were able to play aptly in a partnership game and they accepted the opinion and participation of the other. The diverse perceptions knowledge around them made them aware of the impact their actions would cause and that’s why these children were on the advance stage of formal operations. 3. Interview a 7-11 year old child to find out what he or she knows and understands about mathematics. Relate the child’s responses to the logic of Piaget’s concrete operational thought. The girl interviewed for this experiment was 10 year old and she was asked different mathematical questions to assess her rational estimation skills. The girl was asked to observe cereal in two similar jars (the jars were tall and vertical in shape). Then she was given a broad horizontal (different style) jar and was asked to pour all the cereal from one jar into the other. After that she was asked to tell the difference between the two. The girl observed the jars for a split second and answered that they both had same quantity. Her observation was based on the prior image she had in her mind of the two cereal jars, which had similar quantity of cereal in it. Thus, she was able to estimate quickly and correctly how much cereal was poured into the other jar. According to Piaget’s theory of concrete operational stage (7-11 years old) children learn to apply rational and mathematical concepts in their day to day occurrences/experiences and similarly improve their skills of conserve. This stage has enabled the ten year old to observe the displayed change of containers, but she also observed how the quantity of the cereal remained the same. The shift occurred only in the outside object and the inside quantity of matter remained the same/ equal (52-53, Orton). Piaget also suggested that these children understand more in terms of physical demonstration rather than verbal questioning and assumption. Moreover, these children are in a stage of development and since they crossed the egocentric stage they tend to open up more to learn the diverse perceptions around them, which enable them to observe, accept and learn at a swift rate. 4. Talk to a teenager about politics, families, school, religion, the economy, marriage equality or any other topic that might reveal the way he/she thinks. What are you hearing as you listen to what the adolescent is saying? Adolescent egocentrism? Intuitive thinking? Systematic thought? Flexibility? Use specific examples from the conversation in your discussion. The boy I interviewed for the sake of observation was Eighteen year old. He showed less interest in talking and was more interested in playing video game. So I adapted his approach of conversation, I joined his game and asked him from time to time how he played the game, its most interesting factors, the key to win that game and so on. The boy initially didn’t want to speak, but later on started bundling me up with his bulk knowledge of games and cheat tricks as well. His provided information was surprisingly organized and he provided information in a step by step manner. Lately, texting trend has impacted hugely on adolescent’s communicational skill and they like to communicate through messages instead of doing it on face value or in a social gathering. The boy was extremely self conscious of his speech, appearance and thoughts so to produce a likable impression on me. This behaviour is termed as adolescence egocentric behavior by Jean Piaget when a teen focuses wholly on himself not on others or anything else around him. He considers that he is being observed and judged by his peers and society in large and that is why he speak of his mind less and if do in a conscious and meticulous manner (329, Newman and Newman). The boy was able to demonstrate his intuitive thinking by sharing his understanding on different applications of the game and by differentiating them in a cohesive manner. However, if I disagreed with him and presented my stance with a rational stance he would immediately back off and leave me to my opinion neither agreeing nor disagreeing at any point, leaving his opinion incomplete and vague. 5. Choose an age group (1) Early Adult (20-40/45), (2) Middle Adult (40/45-65) or (3) Later Adult (65+). Interview an adult and find out what is special or unique about his/her age group regarding physical, intellectual and relationship changes, what tasks he or she is working on regarding family life, work life, and social life and what major life changes are taking place. According to Erickson, what crisis(es) is this person facing? Why? The adult interviewed for the sake of observation was Asian female of age 28. She had many professional achievements, but saw serious decline in personal/intimate relationships. The girl was married for less than a year and has been divorced for almost three years. The intimate relationship at the age of 25 was a dream for her, which ended up abruptly and in a bitter manner. After that she went into a state of denial, negating herself and blaming herself for the break up. In the first impression, I could not discover or even guess slightly that she had been through a horrific divorce and now is a subject of social outcast. As, she was pretty, fit, active, warm, and spoke proactively whilst shared her piece of mind in a rational manner. Her communication style did not contain any trace of inner misery or trauma; however, when she opened up about her intimate relationship experiences I observed the vulnerable side of her. The most significant task in her life was to be loved by one good guy and be married again. And in this process she wanted people around her to stop judging her on the bases of her past mistakes or decisions. The most troubling fact here was her divorce and continual reference of it in a disapproved manner from his potential spouses. Erikson rightly proclaimed that at this age people compromise and pretend more just to fit in and be liked (146-147, Pressley and McCormick). And some of them cannot tolerate the pain of rejection and to avoid that pain they start to isolate them self. Same was observed about the Asian girl (28), she left her thriving job and opted for an online career so to reduce face to face contact and communication, in the mean time isolating herself completely from the society. 6. Reflect on your lifespan development. Choose at least two theories and apply them to your personal stories. This portion of the project is designed to heighten your own self-awareness. Erikson in his psychosocial stage of Intimacy and isolation determines how an individual develops his identity through the affirmation of others. How his intimate relationship is significant for his future stability and positive development (trust, reliance, confidence). Therefore, I feel like I am in an identity crises right now, in which I am trying very hard to be approved by others. This process is making me more flexible, where I consider my choice and weigh the opinion of the other as well. Thus, Kholberg’s theory of conventional morality fits on my situation as I seek approval in all of my interpersonal relationships from others (408, Papalia). Yet, my actions were based on the end result of receiving good (to be nice with others and to receive the same). However, this is making me unsatisfied too because to attain constant approval I have to sacrifice my desires. And for that I have to choose or abscond all those relationships, which I consider close and others deem them as inappropriate. Erikson proclaimed that people with less awareness or assurance of self are inclined to have broken relationships in future. The case seems fit for someone who is not sure of himself or of his potential. However, parental and peers’ influence play vital role in sustaining intimate relationship development of an individual. Simultaneously, Segment Freud’s psychosexual development and its erogenous zone: matured sexual interest determines the stage in individual’s life when he is sure of his sexual orientation and also learns to balance between his physical and sentimental needs. The above mentioned theory aptly determines how I feel towards intimate relationships and how I want it to be more warm and cordial towards my partner instead of quick and meaningless physical interaction. The desire to be loved unconditionally will always be a significant developmental factor in human life. Work Cited: Top of Form Essa, Eva. Introduction to Early Childhood Education. Belmont, Calif: Wadsworth Cengage Learning, 2014. Print. Top of Form Shaffer, David R, and Katherine Kipp. Developmental Psychology: Childhood and Adolescence. Belmont, Calif: Wadsworth, 2009. Print. Top of Form Orton, Anthony. Learning Mathematics: Issues, Theory and Classroom Practice. London: Continuum, 2004. Print. Top of Form Newman, Barbara M. Development Through Life: A Psychosocial Approach. Belmont, CA: Cengage Advantage Books, 2008. Print. Top of Form Pressley, Michael, and Christine McCormick. Child and Adolescent Development for Educators. New York: Guilford Press, 2007. Print. Top of Form Papalia, Diane E. Human Development. New York: McGraw-Hill, 2003. Print. Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Bottom of Form Read More