Jean Piaget Developmental Theory

Jean Paiget was originally a biologist studying molluscs and 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.

He proposed that children's thinking does not develop entirely smoothly. Instead, there are certain points at which thinking simply excels and moves into completely new areas and capabilities. He saw these as transitions and believed there take place at about 18 months, 7 years and 11 or 12 years. Therefore he believes that before these ages children are simply unable to understand things in certain ways. Because of these beliefs Piaget has in his theories, it has been highly influential and been taken into consideration when constructing the schools educational curriculum. 

Piagets key ideas:

·         Adaption – adapting to the world through assimilation and accommodation.

·         Assimilation - The process by which a person takes material into their mind from the environment, which may mean changing the evidence of their senses to make it fit. 

·         Accommodation - The difference made to one's mind or concepts by the process of assimilation. 

Note that assimilation and accommodation go together: you can't have one without the other!!

·         Classification - The ability to group objects together on the basis of common features. 

·         Class inclusion – The ability to understand, more advanced than simple classification, that some classes or sets of objects are also sub-sets of a larger class. For example, the dad figure in a childs’ life can often be confused with all men by young children. Every time a child sees a man, they automatically call them dad so the ability to tell the difference between their dad and another man is known as class inclusion.

·         Conservation - The realisation that objects or sets of objects stay the same even when they are changed about or made to look different.

·         Decentration - The ability to move away from one system of classification to another one as appropriate.

·         Egocentrism - The belief that you are the centre of the universe and everything revolves around you: the corresponding inability to see the world as someone else does and adapt to it. Not moral "selfishness", just an early stage of psychological development. 

·         Operation - The process of working something out in your head. Young children (in the sensorimotor and pre-operational stages) have to act, and try 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 - The representation in the mind of a set of perceptions, ideas, and/or actions, which go together. 

·         Stage - A period in a child's development in which he or she is capable of understanding some things but not others.

Piaget also believed there are stages as well in each childs’ cognitive development. There are 4 stages in total.

The first stage is called sensorimotor stage which occurs between birth and the age of 2. This is the stage where a child learns to differentiate themselves from objects. They also start to learn that they are the cause of certain actions and start to use these actions for their specific purpose. For example, they pull a string of a toy to set it in motion or shake a rattle to create noise. Also at this stage, the infant starts to learn object permanence meaning they realise that things continue to exist even when they are not present to the infants senses. For example, covering a toy with a blanket, the infant begins to come to terms with the fact the item is still there they just can’t see it.

The second stage is called the pre-occupational stage which occurs between the age of 2 and 7 years. This is the stage where the child begins to use language to represent objects by images or words. They are also still very egocentric meaning they find it very difficult taking in the viewpoint of others. At this stage, children also begin to classify objects by specific features. For example, they will begin to group things together if they are the same shape or colour. 

Concrete operational stage is the third stage in cognitive development and this occurs between the ages 7 and 11. At this point, children can think logically about objects and events that have occurred. They also achieve conservation of number (age 6), mass (age 7) and weight (age 9). Also when classifying objects, children are able to do it at a more advanced level. For example the can order them in sequences such as size.

The final stage in Piagets cognitive development stages is called the formal operational stage which occurs from age 11 upwards. This is where the child is able to think logically in regards to abstract propositions and also test hypothesis systematically. They also become concerned and interested in hypothetical, the future and ideological problems.

However, Piagets’ theory of cognitive development stages isn’t 100% accurate for every single child. Several studies conducted in regards to his theory have shown some children begin some stages earlier than expected and some later. Piaget however still believes that every child will go through these stages in this specific order and his theory is just a guideline for the educational system.

Learning styles

People learn through a variety of ways. There are lots of types of learning styles, some of the VARK learning styles include:

•      Visual Learners – learning from watching and looking at things. Also by visual aids such as charts diagrams etc.

•      Auditory Learners – learning from listening or repeating things vocally in order to remember and learn things. Also use aids such as radio, recorded sessions, internet etc.

•      Kinaesthetic Learners - learning by physically doing. For instance writing things out, designing things, posters, group work etc.

•      Extrovert Learners – prefer working in groups and by actively doing tasks. Feel they learn better in peer group collaborating with others.

•      Introvert Learners – prefer working individually and alone. Feel they work better by themselves rather than working with others.

•      Intuitive Learners - enjoy abstract thought, daydreaming and imagining the future.

Vygotsky

Vygotsky – Social Development Theory 1896-1934

Social development theory argues that social interaction precedes development meaning that consciousness and cognition is the end product of socialization and social behaviour.  Vygotskys’ theory is one of foundations of constructivism and consists of 3 major components known as “themes”.

The first major theme is Social interaction. Social interaction plays a fundamental role in the process of cognitive development. Vygotskys’ theory is the completely opposite of what biologist Jean Piaget’s proposed in his theory in which he argues development precedes learning. Vygotsky states that every function in a childs’ cultural development appears twice: first on a social level and later on an individual level. So firstly it’s between people in an interpsychological level and secondly within the child on an intrapyschological level.

The second major theme is known as the more knowledgeable other abbreviated to MKO. This is an individual who is more knowledgeable and has a higher ability and understanding than the learner in respects to specific tasks, process or concept. These individuals are usually teachers, coaches and older or younger adult, even peers or computers.

Finally, the final major theme is known as the zone of proximal development. This zone is where the distance is measured between the students’ ability to perform tasks either with peers or under the guidance from an adult and the students’ ability to undergo tasks individually. This is the zone in which Vygotsky believes learning occurs.

Vygotky mainly focused his research on the connections between people and the sociocultural context in which they act, interact and share experiences. According to Vygotsky, humans use tools that develop from a culture such as speech and writing which they go onto use when mediating within their social environments. Children initially used their tools in order to develop communication skills in order to communicate their needs. By internalizing these tools, Vygotsky believes this begins to build the path toward higher and more intense thinking skills.

Multiple intelligences

The theory of multiple intelligences was composed by Dr Howard Gardner in his book "frames of mind" 1983. Gardner believe that intelligence was not fixed and appears in several forms in fact, Gardner believed there were 7 different forms of intelligence.

•   Linguistic intelligence: learners express themselves through words both written and orally.  They learn best through listening, reading or discussion. 
•   Logical-mathematical intelligence: Based on reasoning and possess the ability to detect patterns and relationships. People with this intelligence like data which allows them to collect, organise, analyse, interpret, conclude and predict.
•    Spatial intelligence: learners have the ability to visualize easily, create mental images and learn best through visual presentations such as pictures, videos, demonstrations and models. Through drawing, painting or sculpting their ideas are portrayed and often represent moods and emotions through art.
•    Musical intelligence: Learners are sensitive to sound and associated with a well-developed sense of rhythm. They often sing, whistle or hum while participating in an activity. 
•   Body- kinesthetic intelligence:  Process information through the sensations of the body, they enjoy moving around, act things out and touch people they are conversing with. Enjoy sporting activities of all kinds and can express emotion through dance.
•   Interpersonal intelligence: learners who enjoy working in groups, learn while interacting and co-operating with others and also can build and maintain relationships. 
•   Intrapersonal intelligence:  Understanding of self, their abilities, beliefs and emotions.  These people are often highly self- motivated and also prefer learning alone.

 

 

 

 

Memory

Atkinsin and Shriffin 1968

Proposed a memory system that is divided into 3 stores. Information passes through each store in fixed sequences and capacity and duration are limited on each stage. The transfer between each stage may require recoding. Information in the short term memory (STM) is encoded. It will remain in the STM for roughly 9 seconds. After rehearsal of the information, it is passed through to the long term memory and can remain there forever. However information can be lost from the long term memory due to decay and interference.

SENSORY MEMORY (IMMEDIATE MEMORY)

CAPACITY - 9 ITEMS

DURATION - 200/400 MILLISECONDS

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SHORT TERM MEMORY

ACOUSTIC

CAPACITY - 7+/- 2 ITEMS

DURATION - 20/30 SECONDS

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LONG TERM MEMORY

SEMANTIC

CAPACITY UNLIMITED

DURATION UNLITIMED LIFE TIME!!

 

At each stage information is recoded and either passed through   successfully of lost through decay, illness, interference.

 

Are fonts really effective??

Fonts alone can definitely effect messages being put across either via posters, signs advertisements etc. Also how the information presented is processed and interpreted by us.

Most health and safety signs along with fire sighs are in BOLD block fonts making them clear and easy to read. This is simply to emphasize the message they are putting across and making sure everyone understands their importance hence the BOLDNESS of the text.
Also some signs or poster fonts are adapted to their audience they are intended for. For example, a poster aimed at children will consist of a childlike font, fun and creative.

The wrong font can especially in regards to health and safety can be life changing. If a fire exit sign was displayed in a fun, childlike font it may be taken seriously by its audience and in the case of emergency can be very dangerous.
   


Something as simple as a font should always be carefully considered when you are composing your work.

Glogster

A glog is an interactive multimedia image that allows not just the creator, but the readers to interact with it. Glogster allows several things such as images, videos, audio recordings ad texts all to appear within the same glog which makes it more appealing to learners. It can also be seen as a form of social networking. Glogster is a simple application to use and is easily accessible to both students and teachers. The Glogster EDU allows teachers and students to use the application as instruction aids and to share their glogs in the privacy of the classroom.

One of the main benefits for teachers using glogs in their lessons is that it makes the lessons more FUN!! And if the children are having fun and enjoying their work they are more likely to learn more from that lesson. Therefore it can be seen as a valuable learning tool. It’s also a private application and safe and also allows teachers to monitor activities.

For students, this application allows the students to have more fun whilst working, improve their design techniques, to be creative and to express themselves.

Glogster is a multi-sensory learning experience and regardless of your preferred learning techniques, this site suits everyone.

 

However, Glogster isn’t the easiest site I’ve used and the chance of me using it myself is very slim. It took me a while to get to grips with it so in future I will keep it in mind but it wouldn’t be my first choice application.

Wordnik

Wordnik is an online dictionary which can assist you in finding out definitions of a word or words and also the contexts in which they can be used. Students these days are not a fan of trekking through page after page of dictionaries and thesauruses especially now when they can get an instant result by a simple click of the mouse using Wordnik.

 Wordnik is a fantastic source students can relate to when carrying out their work. I doesn’t just offer short definitions, but also in depth definitions and they also place the word in a sentence for you which is a fantastic help, especially when you’re struggling to learn new word and terminology.

I am personally not a fan of using paper dictionaries and get easily frustrated and a lot of paper cuts when word searching but after looking at Wordnik, I in future will definitely 100% be using this as in tool alongside my studies.

I recommend using this site to any one regardless of age as the site is so helpful and easy to use anyone can do it!