Psychologists’ Theories and Age Characteristics
Piaget’s Cognitive Development Theory The popular saying: “a place for everything and everything in its place” seems to be the motto of Jean Piaget’s Cognitive Theory. According to Piaget, humans were born with the proclivity to organize and adapt (Snowman & McCown, 2013). Piaget believed that as children interact with the world around them, they begin to “formulate organized patterns of behavior or thought, known as schemes” (Snowman & McCown, 23, 2013). Then, as children gain more experiences that does not quite fit into an existing scheme, they adapt—either by assimilating it into an existing scheme or by making accommodations to an existing scheme (Snowman & McCown, 2013). Further, Piaget …show more content…
The suggested age range for the concrete operational stage are ages seven to eleven. According to Piaget, during this stage a child has developed schemes, “That allow a greater understanding of such logic-based tasks as conservation…class inclusion,…and seriation” (Snowman & McCown, 27, 2013). Abigail is in the fourth grade. Her formal training, social interactions and concrete experiences, thus far, enable Abigail to rank or group related items (class inclusion), arrange objects in order (seriation), and the ability to explain the concept that matter is the same even if it changes shape or size (conservation). Abigail’s use of logic is shown, not only as she completes her nightly homework, but often in her play. A good example of this can be seen as Abigail plays with her collection of Shopkins toys. She plays with them by sorting them into different piles and groups and equally dividing them between herself and her sister. She will organize them into categories of fruits and vegetables, desserts, furniture, accessaries, and so on. Abigail’s effective organization of her Shopkins toys allows for a more efficient way to play with them during her imaginative …show more content…
Although her love for school and learning is reflected in her positive demeanor when completing homework or going to school, they are not reflected in the grades on her report card. Abigail’s parents play an active role in assisting Abigail’s learning. She feels comfortable asking questions, yet becomes frustrated and uncomfortable relating her lack of understanding when concepts are explained to her. As evidenced by her increasingly poor grades and frustration when she does not understand what is being taught, perhaps Abigail does not meet the expected ZPD for her
Piaget’s Cognitive Development Theory The popular saying: “a place for everything and everything in its place” seems to be the motto of Jean Piaget’s Cognitive Theory. According to Piaget, humans were born with the proclivity to organize and adapt (Snowman & McCown, 2013). Piaget believed that as children interact with the world around them, they begin to “formulate organized patterns of behavior or thought, known as schemes” (Snowman & McCown, 23, 2013). Then, as children gain more experiences that does not quite fit into an existing scheme, they adapt—either by assimilating it into an existing scheme or by making accommodations to an existing scheme (Snowman & McCown, 2013). Further, Piaget …show more content…
The suggested age range for the concrete operational stage are ages seven to eleven. According to Piaget, during this stage a child has developed schemes, “That allow a greater understanding of such logic-based tasks as conservation…class inclusion,…and seriation” (Snowman & McCown, 27, 2013). Abigail is in the fourth grade. Her formal training, social interactions and concrete experiences, thus far, enable Abigail to rank or group related items (class inclusion), arrange objects in order (seriation), and the ability to explain the concept that matter is the same even if it changes shape or size (conservation). Abigail’s use of logic is shown, not only as she completes her nightly homework, but often in her play. A good example of this can be seen as Abigail plays with her collection of Shopkins toys. She plays with them by sorting them into different piles and groups and equally dividing them between herself and her sister. She will organize them into categories of fruits and vegetables, desserts, furniture, accessaries, and so on. Abigail’s effective organization of her Shopkins toys allows for a more efficient way to play with them during her imaginative …show more content…
Although her love for school and learning is reflected in her positive demeanor when completing homework or going to school, they are not reflected in the grades on her report card. Abigail’s parents play an active role in assisting Abigail’s learning. She feels comfortable asking questions, yet becomes frustrated and uncomfortable relating her lack of understanding when concepts are explained to her. As evidenced by her increasingly poor grades and frustration when she does not understand what is being taught, perhaps Abigail does not meet the expected ZPD for her