Two Major Characteristics Of Piaget's Theory In Educational Practice

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Register to read the introduction… The first is 'hypothetic-deductive reasoning’. It is when faced with a problem, children at this stage start with a general way of thinking and apply all possible factors that might affect an outcome and deduce specific hypothesis (or predicts) from it about what might happen. The thinking becomes more formal and systematic. Children of this stage can easily reason out and explain how a simple machine works. Belief in animism and ego centric thought tends to decline during the Formal Operational stage, although, remnants of this way of thinking are often found in adults.
Implications of Piaget’s theory in educational practice
According to Ginn (n.d.) Piaget supports discovery learning where the children are personally involved in finding answers for the question through investigation, experiments, explore, manipulate and research. In reference to the theory, Ginn states that Intelligence grows through the identical processes of assimilation and accommodation. Therefore teaching should be planned to allow assimilation and accommodation. According to Piaget, teachers should be able to evaluate children’s
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It is believed that most of his research was done on his children and children from high-status families with high socio-economic status. So Wagner says that due to this unreliable sample, generalizing his findings to a large crowd is found to be difficult. According to Piaget children will easily move from one stage to the other. It is believed that environmental factors play an important role in the development of formal operation. And most researchers agree that children posses many of the abilities at an earlier age than Piaget suspected. For example, children of four to five years of age are less egocentric than Piaget believed. Piaget has given less importance to environmental

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