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Jean Piaget, 2007.
This paper examines the life and accomplishments of Jean Piaget.
2,665 words (approx. 10.7 pages), 5 sources, MLA, £ 41.95
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Abstract
This paper provides an overview of the background of Jean Piaget and his theory of four stages of child development. The paper discusses his influence on education and notes criticisms of Piaget's model. The paper points out that although Piaget's theory of cognitive development has appeared to lose its momentum as a new philosophy in recent years, his contributions to the education of children are far-reaching. The paper concludes that modern theorists in this area will build on the stages set out by Piaget, perhaps improving the reasoning behind his theory.
Outline:
Introduction
The Early Years
Piaget's Theory in Stages
Piaget's Influence on Education
Criticisms of Piaget's Model
Conclusion
From the Paper
"In the past few decades, theories of cognitive psychology have been applied to many different aspects of modern life. The study of cognitive psychology has been applied to many educational reform efforts that seek to implement new and better methods of teaching children. One such cognitive psychologist, Jean Piaget, is most noted for his studies and philosophy regarding the actions of children. Although he never taught children, Piaget has been hailed as an educator as a result of his many writings on the manner in which children think and learn."
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Jean Piaget, 2008.
A biography of psychologist Jean Piaget and a look at his work in cognitive development.
3,963 words (approx. 15.9 pages), 32 sources, APA, £ 55.95
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Abstract
This paper looks at the life of Jean Piaget who was born in 1896 in Neuchatel in the French-speaking part of Switzerland. The paper discusses his education and his career, focussing particularly on how he developed his four stages of cognitive development and how he continues to influence many intellectual fields.
Outline:
The Stages of Cognitive Development
Piaget's Understanding Of the Mind of the Child
The Developmental Process
Influence
Developmental Psychology
Education
Historical Studies of Thought and Cognition
From the Paper
"While helping to mark the results of the responses to various intelligence tests, Piaget noticed that on certain question, young children consistently answered wrongly. He became intrigued with the fact that children at certain ages consistently adhered to the same pattern of mistakes, while they learned that their answers were wrong as they matured. In a moment of insight, Piaget reasoned that at certain stages of a child's life, a young child's cognitive processes, the way it thinks, is profoundly different from the thought process of an adult. Eventually, his research led him to set forth a theory of developmental stages in which he reasoned that in each of four stages of development, individuals exhibit certain distinctive common cognitive patterns."
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Jean Piaget, 2005.
This paper discusses the work of Swiss psychologist Jean Piaget (1896-1980), one of the giants in the field of cognitive theory.
2,600 words (approx. 10.4 pages), 11 sources, APA, £ 40.95
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Abstract
This paper explains that, before the time of Jean Piaget, theories of knowledge were considered to be a part of philosophical learning, but Piaget turned studies of cognition into a science in its own right. The author points out that Piaget did not consider himself foremost a child psychologist but rather believed that, by looking at the ways children learn to think, it is possible to better understand the ways in which knowledge in general is acquired. The paper relates in detail Piaget's classification system of the mental development of children.
From the Paper
"Another interesting comparison can be drawn between Piaget's work and that of Lev Vygotsky (1896-1934). Vygotsky asserted that a child's learning was "not a solitary exploration by a child of the environment ... but rather a process of appropriation by the child of culturally relevant behavior." This theory of social constructivism asserts that cognitive development "can be understood as the transformation of basic, biologically determined processes into higher physiological functions." In other words, children are born with a diverse range of perceptual, attentional and memory capacities which are substantially transformed in the context of socialization and education. "
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Jean Piaget, 2004.
An examination of the life and theories of Swiss psychologist, Jean Piaget.
1,237 words (approx. 4.9 pages), 6 sources, MLA, £ 21.95
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Abstract
This paper explains that Piaget was famous for his pioneering studies of the development of thought processes, particularly in children. It briefly provides a biography of Piaget and then analyzes his theories, focusing on play development in children.
From the Paper
"Piaget's work on concept formation in children falls into two main phases: an early phase (from 1924 to 1937) in which he established the basic differences between thought processes in children and those in adults, and a late phase (after 1937) in which he carried out detailed investigations of thought development and evolved his theories about concept formation in children - his best-known work."
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Jean Piaget's "Theory of Cognitive Development", 1980.
This paper examines the child development theories of Jean Piaget, which divides into four stages: Sensori-motor, preoperational thought, concrete operations and formal operations.
2,250 words (approx. 9.0 pages), 5 sources, £ 41.95
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From the Paper
"The purpose of this research is to examine the child development theories of Jean Piaget.
Jean Piaget has long been the most influential figure in the field of child development. His vast volume of contributions was most notable in three particular aspects. First, his ideas were innovative with an awareness of problems which has never before been investigated. Secondly, research in child development has revitalized and reoriented the field, challenging it anew. Third, the research of Piaget is most thoroughly and appropriately founded upon the study of children.
Piaget is perhaps best known for his theory of cognitive
development. He defined cognition as: a form of biological adaptation - the organism's constant ... "
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B.F. Skinner and Jean Piaget, 1999.
Compares the views on human development of these behavioral and cognitive psychologists, their major contributions, applications, limitations and testing.
2,025 words (approx. 8.1 pages), 8 sources, £ 37.95
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Abstract
"B. F. Skinner (1904-1990), an American psychologist, and Jean Piaget (1896-1980), a Swiss psychologist, were two of the most influential human development theorists of the twentieth century. The two men approached the question of development from very different angles.
From the Paper
"B. F. Skinner (1904-1990), an American psychologist, and Jean Piaget (1896-1980), a Swiss psychologist, were two of the most influential human development theorists of the twentieth century. The two men approached the question of development from very different angles. Skinner, a behaviorist, worked from a learning perspective and saw human development as a continuous process in which changes in behavior were responses to experience and adaptation to the environment. Piaget, on the other hand, took a cognitive approach and was concerned with the evolution of mental structures. Where Skinner saw development in quantitative terms (i.e., changes in the amount learned), Piaget held that development occurred in stages in which qualitative changes (i.e., changes in how the person thinks) enabled the individual to construct her/his world through progressively more complicated ..."
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Erik Erikson & Jean Piaget, 1987.
Describes Erikson's theory of stages in affective development & Piaget's theory of cognitive development & shows complementary aspects.
1,350 words (approx. 5.4 pages), 2 sources, £ 24.95
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From the Paper
"This research coordinates Erik Erikson's theory of stages in the social emotional (affective) development of persons up to young adulthood with Jean Piaget's theory of cognitive develop-ment, describing the development of the whole child as he or she simultaneously develops in both emotional and intellectual ways. To this end, this research presents first a delineation of both theories and then a coordinating framework within which both theories may be related.
Views of Erik Erikson
According to Lerner and Soohom (1980) as well as Muuss (1982), the theoretical views of Erikson may be delineated as follows. Influenced by Freud, Erikson adapted many of Freud's notions (i.e. the oral, anal and phallic stages) into a (...)"
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Jean Piaget's Theory of Cognitive Development, 2003.
Examines its relevancy to teaching secondary school physical education.
675 words (approx. 2.7 pages), 1 source, £ 12.95
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Abstract
Discusses features of Piaget's formal operational stage. Examines four factors children must master: maturation, experience, social interaction, equilibration. Contends all four factors are relevant.
From the Paper
"This paper examines the features of the formal operational stage of Jean Piaget's theory of cognitive development that are relevant to teaching secondary school physical education. Piaget's theory, while focused primarily on examining how children learn ..."
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Jean Piaget & Erik Erikson, 1996.
Compares developmental theories. Deterministic vs. organistic approaches, stages, cognition, identity. Table.
2,475 words (approx. 9.9 pages), 14 sources, £ 45.95
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From the Paper
"The purpose of this paper is to compare and contrast the developmental theories of Erik Erikson and Jean Piaget. The paper discusses the similarities and dissimilarities of both theories.
According to Clark-Stewart, Friedman and Koch (1985), theories of human development consist of models of how people change (and stay the same) over time. Both Jean Piaget and Erik Erikson have formulated theories of human development (see: Piaget, 1951, 1952; Erikson, 1950, 1964, 1973). However, the nature of each man's developmental theory differs.
According to Pervin (1981), Erikson's psychosocial developmental model is a variant of the ..."
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Jean Piaget and LS Vygotsky, 1994.
A comparison of their cognitive development theories and the implications for teaching children.
1,350 words (approx. 5.4 pages), 21 sources, £ 24.95
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From the Paper
"Cognitive Development: Contrasting the Theories of Piaget and Vygotsky
Introduction
This research contrasts the cognitive development theories of Jean Piaget and L. S Vygotsky. The implications of these theories for the teaching of young children are also addressed.
Comparing the Theories
The origins of social learning theory lie in attempts to combine psychoanalytic and stimulus.response theory into a comprehensive explanation of human behavior (Grusec, 1992, pp. 776.786). Various theories of human development often tend to view people as either active or passive in interactions with their environments (Cohen, 1987, p. 22). A passive concept of human..."
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Jean Piaget and Erik Erikson, 2000.
A comparison of the psychologist's theories on adolescence and child development.
1,350 words (approx. 5.4 pages), 4 sources, £ 24.95
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From the Paper
" Adolescence is considered a difficult time of life and one in which a number of changes occur as the individual achieves a certain integration of different aspects of personality. One approach to the cognitive and emotional transitions made at different times of life is to consider how the changes in, say, adolescence are linked to a continuum of change beginning in childhood and continuing throughout life. Some theorists, such as Piaget, were interested primarily in the transitions of childhood and youth, while others, such as Erikson, saw all of life as a series of transitions and offered a continuum of stages covering all of life.
Piaget became fascinated in his early studies with his discovery that children of the same age often gave the same incorrect answers to questions, suggesting that there were..."
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Piaget's Concrete Operational Stage, 2004.
A definition of the concrete operational stage of development, as presented by Jean Piaget.
1,857 words (approx. 7.4 pages), 3 sources, MLA, £ 30.95
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Abstract
This paper discusses how there is a great deal of difference between the preschool-aged child and the elementary-aged. Jean Piaget identified this developmental stage as 'concrete operational' and identified onset to completion as between the ages of six and ten. his paper explains this theory and examines how it applies to understanding childhood development.
From the Paper
"As a child grows he or she is able to confront issues specifically related to an age appropriate difficulty. They receive input from the people who are important to them and, based on what they believe is success or failure of the goal associated with that stage, the next stage is confronted. People develop throughout their lifetime. It is how the individual perceives the world as well as the way in which the people around them respond that provides the impetus for change and development. There are physical, cognitive, social, and moral characteristics concerned with different developmental stages."
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Vygotsky and Piaget, 2007.
A comparison of Lev Vygotsky and Jean Piaget's views on learning and the factors that influence learning.
927 words (approx. 3.7 pages), 6 sources, MLA, £ 16.95
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Abstract
This paper discusses some of the different views of psychologists, Lev Vygotsky and Jean Piaget. It focuses on their views on learning and the factors that influence learning. The paper looks into the roles of the learner, the physical environment, culture and the instructor regarding an individual's ability to learn. It discusses Vygotsky's and Piaget's views of learning in relation to Piaget's theory of cognitive thinking as an endpoint compared to Vygotsky's theory, which applies mainly to mental development.
Table of Contents:
Learning
Factors that Influence Learning
Role of the Learner
Role of Physical Environment
Role of Culture
Role of the Instructor
From the Paper
"Vygotsky's approach is termed "sociocultural." He approached development differently from Piaget. Piaget believed that learning through discovery and supporting the interests of the individual are important techniques for the development of the logical use of symbols related to abstract concepts. Piaget's theory proposes that development of the child's interests should be enhanced, as the child develops biologically. His theory has a cognitive thinking endpoint as a goal. Vygotsky's theory applies mainly to mental development, and mental abilities and rational abilities are analyzed and developed instead of viewed as a product to be obtained. Vygotsky's development process begins at birth and has no stages, as it is too complex to be defined, but eventually reaches the ZPD (Driscoll, 1994; Hausfather,1996)."
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Piaget's Theory of Cognitive Development, 2006.
This paper details the primary goal and resulting impact of applying Jean Piaget's cognitive development theory in educational math books geared towards young children.
1,674 words (approx. 6.7 pages), 9 sources, MLA, £ 28.95
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Abstract
This paper defines and details Piaget's theory of cognitive development which became popular in the 1960s. This paper delves into the principles of Piaget's theory pertaining to the human mind and how it processes and retains information in the early stages of life. The writer of this paper analyzes the manner in which Piaget's cognitive development philosophy can be seen in practice in math books geared towards young children. Using Piaget's theory as a guide writers of math books build upon the assumption that children grasp the most basic of concepts thereby giving them the tools necessary to discover and understand the basics of mathematics. This paper details the manner in which this particular theory has already been put into practice and its resulting impact. One of the examples discussed in this paper include the "Monster Math Picnic" by Grace Maccarone which focuses on adding and subtracting by way of rhyming which encourages young children to think about math in a fun yet educational way.
From the Paper
"Having an understanding of the stages of learning, according to Piaget helps one to determine the best way to convey information, such as mathematical concepts at certain stages. Rote learning, for example, is one such way very young children retain what they learn. Rather than promoting understanding through illustrating the idea, the author uses "sufficient repetition." Yet while rote learning can be effective in learning to count, it seems to lose its effectiveness when the child more complicated tasks such as addition and subtraction. A book that makes effective use of rote learning is 123 Count with Me! a counting book published by the makers of Sesame Street. In the story, the character of Cookie monster counts to ten by eating cookies. First he puts one cookie in his mouth. And then after he eats it, he then puts two cookies in his mouth."
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