Piaget's Stage Model of Child Development - Essay Example

TO WHAT EXTENT HAS NEWER RESEARCH CHALLENGED PIAGETS STAGE MODEL OF CHILD DEVELOPMENT? By Based on the prevailing types of the logical error, Piaget recognized as a archetypal of children of diverse ages by proposing stage theory pertaining to the development. Piaget assumed that all populace undergo four stages hence naming it invariant. Nevertheless, there exist variations and substantially disagreement on the age that populace arrive at every stage. Moreover, every stage is mainly intended solely as the broad averages. People typically reach every stage when they have developed new and more refined mental exemplifications of the universe. Moral growth is the act through which children acquire appropriate attitudes and behaviors towards populace within the society. Appropriate attitudes and behaviors development in the society is mainly based on the societal and cultural customs, regulations and community laws. Moreover, moral advancement mainly concerns parents and educating offspring to differentiate issues. Piaget was mainly concern in knowing the way children arrive at their knowledge at the expense of the degree of their knowledge about the underlying issue. To certain degree, Piaget’s work has been questioned in the past years on the basis that his research work utilizes unfamiliar terminology, which is cumbersome to read. Moreover, Piaget research work has been criticized for the limitations that are mainly challenged by the present research. Other scholars say that Piaget mainly focuses massively on the thought procedures at the expense of the children’s feelings and corresponding social associations. Piaget’s research was mainly carried out on his offspring thus making his work not to be adequately rigorous (Martin, Fabes, & Fabes, 2009, pp. 245-289). Nevertheless, the same manner Erickson’s stages have aided in comprehending the way children develop publically and emotionally, and Piaget’s prevailing stages of cognitive advancement have assisted in comprehension of the thinking of the children. Even though Piaget’s theories might not be as valid as individual thought, the works are commonly employed as a basis for the planning of the curriculum. Children’s learning is usually either intrinsic that is emanating from the child or extrinsic meaning being taught by the adults. Piaget reasoned that both intrinsic and extrinsic learning were incorrect, and the knowledge is mainly developed via the child’s interaction with the prevailing environment (Russell, Jarvis & Gorman, 2004, pp. 124-167). Moreover, he reasoned that children normally construct their won knowledge by researching numerous meaning within populaces, places and the things within their universe. Piaget argued that the construction is superior that instruction was depicting that children usually learn best when they undertake their research at the expense of being given elaborations by the parents and corresponding adults. Both Dewey and Piaget believed that children’s curiosity compels their learning. Moreover, children ought to learn via being assign problem-solving challenges at the expense of information (Earwood, Pearson & Newland, 2012, pp. 178-234). Therefore, a teacher is an individual who fosters inquiry and assist the children demand by granting them with the opportunity to undertake duties for themselves. For instance, children should be allowed to manufacture bread and watch the way yeast work at the expense of being explained by the method through the process takes place. Piaget argued that play is significant since the children involved in the pretend play such as cooking with the sand in order to make sense of the universe around them and their corresponding operations. Piaget’s theory proposed that children undergo via identical stages when advancing their thinking skills. Offspring advance at their individual rate, which have broad variation. Nevertheless, child has to be definite stage of advancement was partially based on the underlying physical advancement and the corresponding interaction with the prevailing environment. It is not true since it is very possible to educate young offspring to comprehend a concept and then subsequently to allow them to build their individual comprehension via their underlying activities. Piaget argued that young children were mainly egocentric thus they could see perceptions individually. He verified this via the pre-operational children mode of the mountains. It was against Margaret Donaldson, who asserts that thing were not that simple (Russell, Jarvis & Gorman, 2004, pp. 124-167). Donaldson’s theory is mainly embedded and the disembedded theory. She asserts thinking is essentially embedded within a familiar context that make sense and relatively easier for the children to comprehend. Moreover, Margaret reasoned that when children are asked to think individually in unaware, impractical or intellectual contexts, their corresponding thinking is disembodied thus making no sense to the children. According to Donaldson, Piaget mountains test, was extremely disembedded and display cumbersomeness by not permitting the children to establish their comprehension and knowledge. Moreover, Mark Hughes test of the models of the police officer coupled with a naughty boy depicts that the children’s thinking is non-egocentric as portrayed in the Piaget’s experiments. Donaldson description of experiments by James McGarrigle purely based on the corresponding Piaget’s conservation experiments (Russell, Jarvis & Gorman, 2004, pp. 124-167). The research entails showing two lines of ten counters and concurring that the dual lines are similar, and one of the lines is prolonged to be relatively longer. Even though the children knew that both the lines were ten counters, the children suggested that the most extended line had more lines. McGarrigle came up with variations on the test entailing a teddy bear giving context for the underlying question thus enabling children to respond appropriately. Donaldson depicts that the prevailing children’s misconception was due to striving to comprehend the general meaning of the test in order to make sense of the condition. Moreover, it is not attributable to the merely responding to the questions be asked as depicted by Piaget theories. Piaget’s account of the underlying sensorimotor duration is mainly based totally on the study of his individual children’s advancement during the three years of their development. Moreover,this is extremely small and biased sample (Earwood, Pearson & Newland, 2012, pp. 178-234). Thus, the attempts to replicate the underlying Piaget’s research work utilizing relatively bigger depicted the field to possess descriptive accuracy. Moreover, current research illustrates that the prevailing Piaget’s account of the infant advancement demands correction within the numbers of respects. Piaget’s theories made the practitioners in the children possess limited thinking, which contradict the Donaldson’s version. Donaldson’s research work mainly emphasizes on the capability of the children at the expense of concentrating on their incapability. Moreover, she especially stresses that the thought and the corresponding feelings are of equivalent value. Scholar Bronfenbrenner researched that the children and corresponding schools within diverse cultures as numerous ethnic and social groups frequently possess individual regulations pertaining to the moral behavior (Russell, Jarvis & Gorman, 2004, pp. 124-167). Contrary to the Piaget’s research, he found the virtuous alignments of the child development that is not based on the culture, community group, and corresponding growing stage. Moreover, movement from the prevailing first stage to the corresponding stages is frequently dependent on the involvement of the family and other underlying social institutions in every culture. Moreover, the last phase of child advancement entailed exposure to a diverse moral system, which is in conflict with the prevailing an individual. Moral pluralism typically forces people to assess their personal moral cognitive and corresponding principles, which commonly occur when populace work within other cultures thus encountering diverse sets of the virtuous resolutions. Behavior is usually based on the individual interest and motivation that aid children to attain their demand or hamper their development (Martin, Fabes, & Fabes, 2009, pp. 245-289). The stage is dominant in several children and section of adults within particular cultures. Collective oriented ethics is a postponement of the prevailing peer authority stage that surpasses personal right and is mainly dominant in Chinese culture. Piaget’s theory of the cognitive advancement mainly emphasizes on the degree that the children of this age period develop logical thinking, reason and develop problem-solving within a variability of conditions (Russell, Jarvis & Gorman, 2004, pp. 124-167). While the preschool children are inordinately linked to the concrete, readily perceptible features of the duties, the thoughts of the children within the age group of 6 years to 12 years, who think logically and systematically. Piaget perception of the psychological achievement importance of middle childhood of knowledgeable proficiency is contrary to the logical model of the knowledgeable operational. Cognitive advancement formulations of the Piaget do not undergrid a core of the researchers of the age group 6-12, which contribute substantially to the appropriate knowledge of certain aspects of the ages. Moreover, it aids in the study of the concepts and comprehension of the underlying social and idiosyncratic universe. Presently, the research on the self-concept, social connections, family and corresponding noble associations coupled with the health is typically significantly influenced by cognitive advancement. Bronfenbrenner is also highlights the connections amidst the culture and the corresponding ecology and the advancement as opposed to the Piaget’s individual child learning development. In his theory of concentric circles depicts that the child development and the underlying objects interacts on the daily basis (Earwood, Pearson & Newland, 2012, pp. 178-234). Moreover, the mesosystem sets the connection amidst the section of the child’s life, school, the underlying local society and the extended family. Conversely, the exosystem encompasses populace and locations that the child might not interact with directly but still have the significant impact on the prevailing child. His research work on the child advancement is massively important and prominent. The Piagetian idea that the advancement occurs in precise stage is extremely controversial. The prevailing children naturally learn to handle more multifaceted logical tasks with more knowledge and corresponding education (Russell, Jarvis & Gorman, 2004, pp. 124-167). Moreover, the relatively greater brain maturation. Even though, there exist robust assistance for the underlying idea of the concrete, sufficient logic the prevailing pre-operational stage is more provocative. Most of the post-Piagetian research has cast considerable doubt on the Piaget’s findings concerning the underlying children’s incapability to conserve and undertake egocentrism tasks. Several researches such as that of the Branmetz (1999), have realized that the majority of the adolescent never reach Piaget’s proper operational stage. Moreover, this depicts that the Piaget was incorrect to say that the underlying good intellectual was the natural final point of the cognitive advancement. Both Piaget and Vygotsky agree that teenagers are normally very curious and actively take part in their education, invention, and progress of the modern comprehension. Nevertheless, Vygotsky say that this only occurs with the aid of social contributions to the procedure of improvement while Piaget solely laid prominence on the self-initiated encounter (Earwood, Pearson & Newland, 2012, pp. 178-234). Vygotsky says that most parts of significant education by the child take place via social collaboration with the underlying competent teacher. Thus, the teacher aids in modeling of the behaviors by offering verbal guidelines to the basic child, which is cooperative dialogue. Subsequently child seeks to comprehend the guidance provided by the teachers then assumes the prevailing information utilizing it to normalize their individual performance. In summation, Piaget developed archetypally of children of diverse ages by proposing stage theory pertaining to the development. Piaget assumed that all populace undergo four stages hence naming it invariant. Piaget was mainly concern in knowing the way children arrive at their knowledge at the expense of the degree of their knowledge about the underlying issue. To certain degree, Piaget’s work has been questioned in the past years on the basis that his research work utilizes unfamiliar terminology, which is cumbersome to read. Moreover, Piaget research work has been criticized for the limitations that are mainly challenged by the present research. Post-Piagetian research cast considerable doubt on the Piaget’s findings concerning the underlying children’s incapability to conserve and undertake egocentrism tasks. Majority of the adolescent never reach Piaget’s proper operational stage. Moreover, this depicts that the Piaget was incorrect to say that the underlying good intellectual was the natural final point of the cognitive advancement. 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