Piaget


 * media type="custom" key="7594329" ||=  || ttttttttttttttttt || Piaget ttttttttttttttttt  Swedish developmental psychologist known for his epistemological studies of children
 * Known as the "great pioneer" of constructivist theory of knowing
 * Believed learning was a result of cognitive operations that developed from birth to adulthood
 * Identified 4 stages of cognitive development:
 * Sensorimotor stage - birth to 2 years
 * Preoperational stage - 2 years to 7 years
 * Concrete Operational stage - 7 years to 12 years
 * Formal Operational stage - 12 years onward ||

media type="custom" key="7594347" align="right" **Is learning a solitary activity, undertaken by an individual, or is learning a social activity, something done by a group, within a context.** //Learning happens as a result of individual development. Since this is the case, learning is a solitary activity. Perhaps I should explain what I mean by "solitary." Solitary does not mean isolated, alone with no one else around. Instead, solitary refers to the idea that learning occurs regardless of whether alone or within a group. Learning involves the participation of the learner. At different stages of development, children develop the capacity to understand different aspects of their world. Intelligence is attained at different stages of development. This process is progressive. Children must master each lower stage before moving on to the next stage. So regardless of the influence of a group, learning is a solitary activity dependent upon the learner's cognitive development.//

**Is learning primarily focused on the transmission of facts and information or is it focused on the development of understanding of concepts and new knowledge?** //Knowledge is not merely transmitted verbally but must be constructed and reconstructed by the learner. The learner must be active; he is not a vessel to be filled with facts. Intellectual growth involves a single process of working towards cognitive e//quilibrium. This balance is between two cognitive actions-- //assimilation, accommodation. When a child experiences a new event, disequilibrium sets in until he is able to assimilate and accommodate the new information and attain equilibrium. Equilibrium is the major factor in explaining why some children advance more quickly in the development of intelligence than others do.//

**Is our goal as educators to prepare an individual who can recall sets of information or develop groups of individuals who can apply the information to as yet unsolved problems?** //Education, for most people, means trying to lead the child to resemble the typical adult of his society. But for me and no one else, education means making creators. You have to make inventors and innovators - not conformists (Conversations with John Piaget, Bringuier, 1980, p. 132). Teaching methods currently employed in American schools - teacher lectures, demonstrations, programmed curriculum - does not fit with my idea of acquisition of knowledge. Children need to explore, experiment, manipulate, question, and search out answers for themselves - learning should be active. This does not mean that they can do what they want. Teachers should be able to assess the cognitive abilities of their students, strengths and weaknesses, and provide students with stimulation in accordance with their current stage of development. Children should make mistakes. It is from those mistakes that they learn. To understand is to discover, or reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition (To Understand Is to Invent, Piaget, p. 20).//

http://www.sk.com.br/sk-piage.htmlhttp://en.wikipedia.org/wiki/Jean_Piagethttp://www .edpsycinteractive.org/topics/cogsys/piaget.html Connected to Vygotsky