Jean Piagets Theory Essay

Piaget’s theory is based on stages, whereby each stage represents a qualitatively different type of thinking. Children in stage one cannot think the same as children in stage 2, 3 or 4 etc. Transitions from one stage to another are generally very fast, and the stages always follow an invariant sequence. Another important characteristic of his stage theory is that they are universal; the stages will work for everyone in the world regardless of their differences (except their age, of course, which is what the stages are based on!) Piaget acknowledged that there is an interaction between a child and the environment, and this is a focal point for his theory. He believed a child cannot learn unless they are constantly interacting with their environment, making mistakes and then learning from them. He defined children as â€Å"lone scientists†; he did not identify any need for teachers or adults in cognitive development. Children have all the cognitive mechanisms to learn on their own, and the interaction with their environment allows them to do so. To put this in perspective, another theory by Lev Vygotsky suggested that the interaction is not important at all; the child will learn when encouraged to with an adult’s assistance. I will be explaining then contrasting Vygotsky’s theory to Piaget’s in my next post – so be sure to check back for that! With the background of his theory explained, let’s look at – The Key Concepts of Piaget’s theory: Before explaining the main part of Piaget’s theory (the four stages), it’s very important to look at some of the underlying principles behind it. Rather than write a stupidly long paragraph explaining it all, I will write the key terms in bold, then explain them in bullet points – just to keep things simple! †¢Schema (pl. Schemata, although some say â€Å"Schemas† for the plural) Possibly one of the most important concepts put forward by Piaget, Schemata help individuals understand the world they inhabit. They are cognitive structures that represent a certain aspect of the world, and can be seen as categories which have certain pre-conceived ideas in them. For example, my schema for Christmas includes: Christmas trees, presents, giving, money, green, red, gold, winter, Santa Claus etc. Someone else may have an entirely different schema, such as Jesus, birth, Church, holiday, Christianity etc. Of course, there are schemata for all kinds of things – yourself (self schemata), other people (people schemata), events/situations (event schemata) and roles/occupations (role schemata). With regards to Piaget’s theory, a child might have a pre-conceived schema for a dog. If the household has a small West Highland White Terrier as a dog, the schema might be â€Å"small, furry, four legs, white†. When the child interacts with a new dog – perhaps a Labrador, it will change to incorporate the new information, such as â€Å"big, golden, smooth etc.† This is known as: †¢Assimilation Simply the process of incorporating new information into a pre-existing schema. So with the â€Å"dog† example, the child assimilated the Labrador’s information into the old dog schema. Assimilation is essentially fitting new information into schemata we already have in place. Unfortunately, this can lead to stereotyping. For example, if an old lady sees a teenager mug another person, she might assimilate â€Å"violence† or â€Å"crime† into her teenage schema. Next time she sees a teenager, her schema will be applied to them – and although they may be a kind person, she will probably show prejudice. Assimilation is normally a simple process, as new information already fits the pre-exisiting categories. †¢Accommodation When coming across a new object for the first time, a child will attempt to apply an old schema to the object. For consistency, let’s use the dog example again. The child may have â€Å"four legs, furry† in their dog schema. When coming across another similar animal, such as a cat, they might say â€Å"Look, a dog!† – that’s assimilation. However, when told that it’s actually a cat – not a dog – they will accommodate the new information into another schema. They will now form a â€Å"cat† schema; â€Å"not all four legged furry animals are dogs – some are cats too!†. They have accommodated the new information. The process just mentioned – of assimilation then accommodation is known as – †¢Adaptation Assimilation and accommodation are the two parts of adaptation – which is simply what it says – adapting our schemata to make an accurate (enough) model of the world we live in. It is a form of learning, but an entirely different form to the kind you’d see in behaviourist psychology for example (such as operant/classical conditioning). †¢Equilibrium Piaget suggested that humans naturally strive to achieve a cognitive balance; there must be a balance between applying prior knowledge (assimilation) and changing schemata to account for new information (accommodation). Piaget suggested that when a child has a schema which doesn’t fit reality, there is tension in the mind. By balancing the use of assimilation and accommodation, this tension is reduced and we can proceed to higher levels of thought and learning (equilibration). QUICK SUMMARY: Children have schemata (cognitive structures that contain pre-existing ideas of the world), which are constantly changing. Schemata constantly undergo adaptation, through the processes of assimilation and accommodation. When seeing new objects there is a state of tension, and a child will attempt to assimilate the information to see if it fits into prior schemata. If this fails, the information must be accommodated by either adding new schemata or modifying the existing ones to accommodate the information. By balancing the use of assimilation and accommodation, an equilibrium is created, reducing cognitive tension (equilibration). Vygotsky’s theories stress the fundamental role of social interaction in the development of cognition Vygotsky, 1978), as he believed strongly that community plays a central role in the process of â€Å"making meaning.† Unlike Piaget’s notion that children’s’ development must necessarily precede their learning, Vygotsky argued, â€Å"learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function† (1978, p. 90). In other words, social learning tends to precede (i.e. come before) development. Vygotsky has developed a socio-cultural approach to cognitive development. He developed his theories at around the same time as Jean Piaget was starting to develop his theories (1920’s and 30’s), but he died at the age of 38 and so his theories are incomplete – although some of his writings are still being translated from Russian. No single principle (such as Pi aget’s equilibration) can account for development. Individual development cannot be understood without reference to the social and cultural context within which it is embedded. Higher mental processes in the individual have their origin in social processes. Vygotsky’s theory differs from that of Piaget in a number of important ways: 1: Vygotsky places more emphasis on culture affecting/shaping cognitive development – this contradicts Piaget’s view of universal stages and content of development. (Vygotsky does not refer to stages in the way that Piaget does). 2: Vygotsky places considerably more emphasis on social factors contributing to cognitive development (Piaget is criticised for underestimating this). 3: Vygotsky places more (and different) emphasis on the role of language in cognitive development (again Piaget is criticised for lack of emphasis on this). Effects of Culture: – Tools of intellectual adaptation Like Piaget, Vygotsky claimed that infants are born with the basic materials/abilities for intellectual development – Piaget focuses on motor reflexes and sensory abilities. Vygotsky refers to Elementary Mental Functions – o Attention o Sensation o Perception o Memory Eventually, through interaction within the socio-cultural environment, these are developed into more sophisticated and effective mental processes/strategies which he refers to as Higher Mental Functions. For example, memory in young children this is limited by biological factors. However, culture determines the type of memory strategy we develop. E.g., in our culture we learn note-taking to aid memory, but in pre-literate societies other strategies must be developed, such as tying knots in string to remember, or carrying pebbles, or repetition of the names of ancestors until large numbers can be repeated. Vygotsky refers to tools of intellectual adaptation – these allow children to use the basic mental functions more effectively/adaptively, and these are culturally determined (e.g. memory mnemonics, mind maps). Vygotsky therefore sees cognitive functions, even those carried out alone, as affected by the beliefs, values and tools of intellectual adaptation of the culture in which a person develops and therefore socio-culturally determined. The tools of intellectual adaptation therefore vary from culture to culture – as in the memory example Social Influences on Cognitive Development Like Piaget, Vygotsky believes that young children are curious and actively involved in their own learning and the discovery and development of new understandings/schema. However, Vygotsky placed more emphasis on social contributions to the process of development, whereas Piaget emphasised self-initiated discovery. According to Vygotsky (1978), much important learning by the child occurs through social interaction with a skillful tutor. The tutor may model behaviours and/or provide verbal instructions for the child. Vygotsky refers to this as co-operative or collaborative dialogue. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalizes the information, using it to guide or regulate their own performance. Shaffer (1996) gives the example of a young girl who is given her first jigsaw. Alone, she performs poorly in attempting to solve the puzzle. The father then sits with her and describes or demonstrates some basic strategies, such as finding all the comer/edge pieces and provides a couple of pieces for the child to put together herself and offers encouragement when she does so. As the child becomes more competent, the father allows the child to work more independently. According to Vygotsky, this type of social interaction involving co-operative or collaborative dialogue promotes cognitive development. In order to gain an understanding of Vygotsky’s theories on cognitive development, one must understand two of the main principles of Vygotsky’s work: the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD). More Knowledgeable Other The more knowledgeable other (MKO) is somewhat self-explanatory; it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. Although the implication is that the MKO is a teacher or an older adult, this is not necessarily the case. Many times, a child’s peers or an adult’s children may be the individuals with more knowledge or experience. For example, who is more likely to know more about the newest teen-age music groups, how to win at the most recent PlayStation game, or how to correctly perform the newest dance craze – a child or their parents? In fact, the MKO need not be a person at all. Some companies, to support employees in their learning process, are now using electronic performance support systems. Electronic tutors have also been used in educational settings to facilitate and guide students through the learning process. The key to MKOs is that they must have (or be programmed with) more knowledge about the topic being learned than the learner does. Zone of Proximal Development The concept of the More Knowledgeable Other is integrally related to the second important principle of Vygotsky’s work, the Zone of Proximal Development. This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner. For example, the child could not solve the jigsaw puzzle (in the example above) by itself and would have taken a long time to do so (if at all), but was able to solve it following interaction with the father, and has developed competence at this skill that will be applied to future jigsaws. Vygotsky (1978) sees the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given – allowing the child to develop skills they will then use on their own – developing higher mental functions. Vygotsky also views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers – within the zone of proximal development.

Maximizing the Professional Performance and Learning Rate Essay

Maximizing the Professional Performance and Learning Rate - Essay Example In my role as Head of Dance, I picked up on many of the technical and inner workings of management. As part of my position I was required to report to both Managers and Directors meetings and had to learn to work within the people above me. You learn how to report back to them your successes as well as your failures, and I learned to always keep them aware of what was going on inside my department. I also got to attend many seminars, including some held by Trinity College, London, Council for Dance Education and Training, Learning Skills Council, Dance UK, and the Music and Dance Scheme. I then got to report back my findings from these seminars to the â€Å"higher-ups† and learned how to easily and casually report things you have learned in a management setting. One of the jobs I found I simply picked up on as was never taught is the skill of organizing and documenting everything, and doing so in an accurate and clear way. Now, truth be told, simply working with documents and passing papers is a task that I wasn’t too fond of, and I don’t think there are many people who live simply to keep records. However, despite this, I had to adapt, overcome, and do the tedious work of keeping accurate records. I learned through experience that it is important to keep these records precise for future needs, some of which could even be down the road legal problems. I also learned how important it was to keep the confidentiality of all records as it should be, as that is also an important legal proceeding to keep in mind.

Dissertation Proposal Example | Topics and Well Written Essays - 500 words

Proposal - Dissertation Example 2. STATEMENT OF RESEARCH 100 words i. Identify and list your objects of study: these must be PRIMARY sources that you can see/ visit/ access directly now and later. Make it very clear what and where these are. (WHAT exactly are you researching) This research aims to explore the existence of Feminism if any in the field of arts, media and design. The research takes into consideration the various transformations that have happened over the centuries in order to have an insight on the transformational process. The study will focus completely on the feminism aspect in arts and media studies and will tend to explore the stages involved. ii. Define the significance of the subject. (WHY you are researching this) Arts have been a successful medium for girls in schools and it has been one medium that is free from all sorts of gender inequality and the lack of opportunity. Although arts have been successful among the girls as far as the education is concerned, however there has been explicit o mission of this gender in art education books. This research will attempt to find out the issues of gender in the art and media design and how it has been carried out over the years in terms of the social and economic contexts. iii. Define the approach you will adopt: provide theoretical approaches that may be relevant to your study - explain how; reference carefully.

Case study and Virtual Negotiation between Law Firms for solving the Essay

Case study and Virtual Negotiation between Law Firms for solving the issues - Essay Example This suggests that the Mary was not technically an employee of the charity as she was responsible for the payment of her national insurance and income tax. It is also however, important to note that just paying the national insurance and income tax by the employee does not automatically term the employee as the self employed. This also depends upon who decides the work and what are the terms and conditions of the contract and some other factors.2 One of the key contractual issues arising out of this case therefore would be to make a decision on determining the employment of the employee and her contractual relationship with the employer. This is probably the key element in the case. Length of the Contract and legal status of employment Document D01 outlines that the contract for employment was from September to July which totals to one year of services with the current employer i.e. You Can. According to document D08B, Mary has in fact accepted the offer to renew her contract and as such both the employer and the employee are in contractual agreement to honor each other’s commitment. ... conditions mentioned in document D1 therefore You Can may significant legal challenge in this regard. As such, You Can made an offer to renew the contract of Mary which was duly accepted and therefore is binding on You Can to honor different conditions and obligations stipulated in the contract. You Can also failed to properly terminate the contract despite the fact that a Marry clearly indicated her intentions to take a break from teaching during the session. This should therefore be viewed from the perspective of forming a contract between two parties and legal obligations arising under the contract. There are different conditions under which the overall status of the employment of a person is decided as to whether a person is a self employed or an employee. Most importantly, it is critical to assess as to who directs the work under the circumstances and how the employee is paid. It is important to note that You Can actually directs the work however, Mary is not paid regularly as s he is only contracted to do a part time job of once a week. Accordingly, first condition may entitle Mary as a employee of the charity however, since she is not paid regularly therefore she may not claim that she is an employees. It is also important to note that rights given to en employee under the contract are always in addition of the rights given under the law of the land. As such rights such as paid holidays etc should also be given to the employees and employers are obliged to complete this condition. However, it is important to note that contract in DO1 clearly outlines that Mary may not be entitled to some entitlements under the contract which may be in direct conflict with

Life in Vietnam Research Paper Example | Topics and Well Written Essays - 1250 words

Life in Vietnam - Research Paper Example Nevertheless, U.S gradually began to pull out its forces in 1969 when the war seemed continuous (Oraclethinkquest, n.d). Further, it states that Vietnamese fought France for control over Vietnam during the first stages of war. At this time, French were the colony of Vietnam. Vietnamese won and that is why there was north and South Vietnam. Harry S Truman had a strategy that the united state must aid any state susceptible by communists. The next three president of the US adopted Truman’s policy and they thought that if one of the southeast states surrendered to the communist, they would all fall one after another. In April 1967, Martin Luther King condemned American for taking part in the Vietnam War, the liberals’ war. Vietnam War had already and would go on to intersect with the forceful political and social era movements. However, the New York king sermon which was more striking and clearly developed the customs in which civil rights, issues in Vietnam, class at home, race, and the inadequacy and guarantee of liberalism were structured than other episodes in the 1960s (Buzzanco, 1999). The king was very sure that there was a connection between the US war in Vietnam and the fight against poverty at home and struggle for civil right. Vietnam’s government was displaying insincerity in racial matters, as African-Americans and other minorities in the early years of war were dying in extremely high percentage though only small proportion of the population was accounted for. This was the time when the United states begun sending solders and resources into Southeast Asia. The king wa tched the military commit equality and domestic justice. Vietnam generated the biggest mass remonstration movement in the US history. The war forestalled civil right growth and anti-poverty and radicalized movements related with those issues; uncovered the restrictions of liberal reform; helped bring other movements into existence, like liberation of women or the

What do You Understand by Economic Protectionism Essay

What do You Understand by Economic Protectionism - Essay Example Free trade is known to be more favorable to consumers and hence such protectionism hurts the consumers more (Lee, 2001). The reason for this is mostly consumers have to buy low quality goods at a higher price. The quality of goods obtained at this is far more inferior. They even have to pay higher taxes in order to help the government bear the burden of subsidies. They are of left with little choices since foreign products are lowered or eliminated by imposing restrictions. The case is worst when it comes to essential commodities like food grains, salt, and sugar. The political argument offered for such protection is to have a ‘fair’ trade. This means either the government is trying to make the domestic industries more competitive in international market or it wants to strike a balance between importing goods and maintaining domestic production. Although it is argued that producers are favored with this policy of protection but at the same time they are losing consumers on account of this. Not all industries and firms are receiving protection and subsidies. The ones deprived of such facilities are again diversely hit as they try to increase productivity (Lee, 2001). Economists have also favored free trade than such protection because trade carries the advantages of increased productivity and employment. However real life case examples will help to point out the implications of such protection. Japanese protection for rice production can be cited as an example. Japanese people had been worshipping rice as god and had been fighting to protect rice production. Japanese government has offered subsidies to rice farmers (Barlett, 2006). This and prevention of foreign rice imports has been adopted as strategies for protection. Previously heavy snowing has distorted rice...These policies are adopted when the country is giving more importance to development of domestic industries rather than engaging in free trade. Economic Protectionism has tremendous infl uence on consumption as well as production. But the impact is more on the production side. Sometimes protection is offered to some scale industries who hardly show any incentive to grow and just wasting the opportunities and facilities offered by the government. Neither they have any incentive to innovate and produce better quality products. The country suffers a loss of revenue that it could have earned from trade. This is because other countries retaliate in a similar manner by imposing restrictions on the country’s exports. Government is worse off by losing revenue from trade. In some cases the government also offers subsidies to the industries for growth which is helpful only if the industry has the potential to compete with its foreign counterparts. Moreover urban development demands more landscapes for which they are concentrating on acquisition of rice fields. This will make farmers lose their livelihood. So the government has stepped forward to protect rice farming. It restricts cheap imported rice from entering Japan and at the same time helps the farmers with a support price. Hence rice farming protection can be considered justified here.

Motives of and challenges for the corporate expansion and emergence Essay

Motives of and challenges for the corporate expansion and emergence - Essay Example For example, Starbucks is one of the big business tycoons in America which have thousands of outlets across the country. They have coffee shops in each and every corner of America and the competition from the competitors is increasing day by day. It is difficult for them to expand their business in America because of the saturation they have already attained and internationalization of the business seems to be the only option left for them. On the other hand the intrusion of the corporate companies has made the things worst for the small scale and medium scale business groups. Big business tycoons with their immense financial capabilities and innovative business strategies have conquered the markets of the small and medium business groups. It is difficult for the small and medium business entities to fight or compete with the multinational corporate companies and acquiring strength through mergers or acquisition is the only way ahead of them to stay in the market. welcoming Foreign Direct Investment (FDI) to their country by liberalizing the rules for the foreign Corporate Company’s entry into their country. Moreover the cultural adaptation of the business in a foreign country seems to be difficult one for the international companies. Thus expansion and emergence is a difficult task both in domestic circuit and international circuit. This paper briefly explains the expansion and emergence of companies through mergers and acquisition and strategies and challenges for merger and acquisition process. Mergers and Acquisition is a common phenomenon in international business circuit at present because of the steep global economic recess. Even survival seems to be difficult irrespective of big or small companies. Financial institutions like Lehman Brothers and automobile manufacturers like GM have suffered severe setbacks and they have no other way, but to think in