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time he was 21) but moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set.
"Piaget's work on children's intellectual development owed much to his early studies of water snails" (Satterly, 1987:622)
His view of how children's minds work and develop has been enormously influential, particularly in educational theory. His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so. His research has spawned a great deal more, much of which has undermined the detail of his own, but like many other original investigators, his importance comes from his overall vision. He proposed that children's thinking does not develop entirely smoothly: instead, there are certain points at which it "takes off" and moves into completely new areas and capabilities. He saw these transitions as taking place at about 18 months, 7 years and 11 or 12 years. This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum. Whether or not should be the case is a different matter.
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things out in the real world, to work things out (like count on fingers): older children and adults can do more in their heads. Schema (or scheme) Stage The representation in the mind of a set of perceptions, ideas, and/or actions, which go together. A period in a child's development in which he or she is capable of understanding some things but not others
Piaget's approach is central to the school of cognitive theory known as "cognitive constructivism": other scholars, known as "social constructivists", such as Vygotsky and Bruner, have laid more emphasis on the part played by language and other people in enabling children to learn.
See here for Howard Gardner's re-evaluation of Piaget: still a giant, but wrong in practically every detail.
And the combination of neuroscience and evolutionary psychology is beginning to suggest that the overall developmental model is based on dubious premises. (It's too early to give authoritative references for this angle.)
Read more: Piaget's developmental theory http://www.learningandteaching.info/learning/piaget.htm#ixzz2YshYH9JN Under Creative Commons License: Attribution Non-Commercial No Derivatives