Overview of the theory and its key concepts
Piaget developmental theory depicts that child actively constructs their understanding regarding world; this theory ensured primary focus on four distinct stages and those are- “Sensorimotor Stage- Birth to 2 years”, “Preoperational Stage- 2 to 7 years”, “Concrete Operational Stage- 7 to 11 years” and “Formal Operational Stage- 12 and up”. Piaget believes that children have active participation in their learning process; children interact with world and add new learning’s within their existing knowledge (Pakpahan and Saragih, 2022). The Sensorimotor stage of cognitive development specifies that infants and toddlers gains knowledge from sensory experience and manipulation of the objects. Whereas, in preoperational stage 2-7 years children start to think symbolically and they learn to use pictures and words for representing the objects. The concrete operational stage 7-11 years recognised for its developmental changes. During this stage children start to think logically related to their concrete events and further they tart to understand the concepts related to conservation. Hence, this leads to broad children thinking and enables them to think logically (Samaiya, 2022).
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Formal operational stage identified as the final stage and this involves increase in logical ability and implying deductive reasoning. At this stage, adolescents’ capability related to implying problem-solving thinking improves and they start to think in scientific manner. They start to think morally, socially, ethically and philosophically which are essential for abstract reasoning (Ondog and Kilag, 2023). Additionally, they use deductive logic and imply general principles for learning specific topic. Thus, these are identified as crucial concepts within Piaget theory and this theoretical instance has been widely used within educational setting for improving children engagement and it further supports in preparing them for future learning.
One key concept of the theory and critically discussing its applications for teaching and learning in educational contexts
One key concept of Piaget theory that can be integrated in teaching and learning within educational context is Schemas; this is explicated as a mental framework that supports children in learning and understanding new information. Children add new knowledge in their existing knowledge and this is how they construct their own learning and understanding ( McLelland, 2024). Piaget depicted that schemas are important domain for cognitive development; when children have an experience then they develops a schema for explaining and organise it through their brain. Increase in number of experience contributes in making numerous schemas in their brain. The implication of this concept is crucial within educational setting; it enhances learning and teaching experiences. In Sensorimotor stage [Birth-2 years] children improves their learning through motor and sensory actions; thereby, early year educators are responsible for providing different opportunities to child for touching, tasting and manipulating with object (Ondog and Kilag, 2023). This leads to improve their understanding regarding world and further fosters understanding related to different types of objects. The consistent manipulation with same object enables children to develop schemas and further contributes in improving their understanding to greater extent.
In preoperational stage [2-7 years] schemas concept works by encouraging learning through play. During this stage children are at their developmental stage and they start understanding images and languages; collaborative approaches such as- play-based learning improves children understanding and contributes in constructing new knowledge (Waite-Stupiansky, 2022). Therefore, educators are accountable for organising different games comprises with “Number games” “Using natural resources for making art” and so on games. This provides opportunities to children for enhancing their knowledge additionally, children would get opportunities for exploring different games and this improves their learning to greater extent (Waite-Stupiansky, 2022). Furthermore, play-based learning integrates collaborative approach and thereby, it improves collaboration among children and enhances social engagement.
Developing age-appropriate activities are highly important in educational setting, in concrete operational stage (7-12) children start to think logically and they implies reasoning for solving different concepts. During such stage, focusing on such activities that comprises with illustrating abstract concepts is essential; For instance- understanding and identifying the quantity of a product despite having same appearance; such activity improves logical and reasoning thinking of children (Kazi and Galanaki, 2020). With each solution they would be able to develop schemas and this contributes in improving their learning. Hence, in this manner children would be able to construct their knowledge by own. It is essential for educators that they must be mindful and they should prioritise child-centred learning; each child has unique capabilities and thereby, child-centred learning requires to be encouraged and accordingly, activities must be organised. Constructive approach aligns with schemas concept and this leads to provide varied opportunities to children for improving and gaining new learning. Henceforth, this concept proves to be highly crucial for enhancing children learning within educational settings (Kazi and Galanaki, 2020). It is important for educators that they must consider the needs and requirements of children and accordingly, activities should be organised within setting.
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Using concept in own teaching and promote children’s learning as a teacher
1st example
I will use Schemas concept in own practice for improving children knowledge and experience. I will organise play-based learning activities such as “building block games”; this enables children to build own knowledge regarding number names. This activity provides opportunity to children for using their existing knowledge related to number and this supports in differentiating them among different numbers. Furthermore, this contributes in promoting collaboration among children and increases their engagement. In this manner, I will encourage play-based learning within setting and this is highly crucial for supporting children to greater extent.
2nd example
I will organise book reading activities in which I am going to read books based on birds and animals. For instance- the book would be based on parrot and I will ask children “Do you know parrot”, “How does parrot look”, these type of questions will be asked from children for assessing their existing knowledge and subsequently, their knowledge would be improved. I will support children so they can make complex connection and this will enable them to gain detailed understanding regarding a concept or topic. In this manner, I would be able to assure consistent support to children and accordingly, their knowledge and understanding can be improved to greater extent.
References
- Kazi, S., & Galanaki, E. (2020). Piagetian theory of cognitive development. The encyclopedia of child and adolescent development, 1-11.
- McLelland, J. (2024). Connecting Piaget's cognitive development theory to technology in the early years. He Kupu, 8(1).
- Ondog, J., & Kilag, O. K. (2023). A Constructivist Framework for Early Grade Numeracy: Drawing on Jean Piaget's Cognitive Development Theory. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 308-320.
- Pakpahan, F. H., & Saragih, M. (2022). Theory of cognitive development by Jean Piaget. Journal of Applied Linguistics, 2(1), 55-60.
- Samaiya, A. (2022). Jean Piaget’s cognitive development. International Journal of Indian Psychȯlogy, 10(1).
- Waite-Stupiansky, S. (2022). Jean Piaget's constructivist theory of learning. In Theories of early childhood education (pp. 3-18). Routledge.
