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Essay / Research Paper Abstract
A 3 page chart that identifies the stage, what the child learns at that stage and what kinds of educational activities will help the child master the cognitive abilities at that stage. Bibliography lists 2 sources.
Page Count:
3 pages (~225 words per page)
File: ME12_PGpgied9.rtf
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Unformatted sample text from the term paper:
other, the child cannot skip a stage, and all people accomplish each stage in the same order (Ginn, 2009; Child Development Institute, 2008). Piaget did acknowledge there is some flexibility
in the stages in terms of the ages identified for each stage. Each stage is more advanced than the ones before it. Stage/Age Tasks Educational Implications Sensori-motor, birth
- 2 years Infant learns to differentiate self from environment. Begins to interact with objects and other people, learns by observing and imitation. Learning also based on senses. Provide
different types of objects for infant to touch and explore. Provide experiences that enhance sensory learning. Toys and objects should be simple but challenging for the infant to develop motor
skills. Preoperational, 2-7 years Intense learning period. Learns to use language letting others know what he wants or needs. Child still needs concrete objects to learn. Provide concrete experiences that
include letters and numbers. Books and toys are used for reading readiness and learning symbols, such as numbers. One useful technique is to allow children to discuss their ideas with
classmates, such as in a small group. Concrete Operations, 7-11 years Has had many concrete experiences by now and begins to conceptualize and create logical structures to
explain experiences. Begins to gain ability for abstract problem solving. During this stage, child begins to understand concepts of conservation and reversibility. Conservation means the child understands the quantity of
something stays the same regardless of the change in shape. Reversibility is the ability to understand that actions can be reversed or that the order of something can be reversed
without changing the substance. Children need experiences that focus on cause-and-effect relationships, that teach child to order and sequence things. Hands-on lessons are needed as well as modeling and laboratory
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