Essay on Understanding Human Learning: A Study of Jean Piaget's Cognitive Theory

Introduction

The age-old question of how human beings learn has been explored multiple times. Various theories offer suggestions on how the human brain grows concerts efforts in the pursuit to understand the foundation of knowledge. Among the scientists that have revolutionized the science of understanding the human capacity for learning is the Swiss psychologist, Jean Piaget. Paget's theory of cognitive learning has been described as a study on development and education. The approach, published in 1936, is still applicable in educational and psychological fields. Its main focus is on how children, from birth to adolescence, exhibit stages of development such as reasoning, memory, morals, and language. Without understanding the strengths and limitations, educational implications, impacts on the field of early childhood development, and sharing perspectives of Piaget's cognitive development theory, one cannot understand childhood development.

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Review of Piaget's Theory of Cognitive Development

There are four stages in the theory of cognitive development, a variety of terms used to discuss cognitive development, as well as assumptions that underpin the development of the theory. The stages include sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. Each step has distinct characterizes and goats for all ages before adulthood. The characteristics are essential in the development of the thought process, and the goals should be achieved so that children can progress through the stages (Berk, 2006). Terms such as schema, assimilation, accommodation, and equilibration are used when discussing the theory. The schema represents the building blocks of knowledge, accommodation entails using an existing schema and its application, accommodation refers to changing approaches when a schema does not work, and equilibration refers to the driving force that promotes development. While developing the cognitive development theory, Piaget made several assumptions in child development. First, he was convinced that children are capable of building their knowledge depending on their exposure and experiences. Second, he believed that children are capable of learning even without the supervising of adults or older children. Lastly, the cognitive theory of development was influenced by the ability of children to learn naturally without the need for motivations in the form of rewards. As such, Piaget used the assumptions to come up with terms used to describe his theory and the four stages of cognitive development that are still in use.

Strengths and Limitations of the Cognitive Theory of Development

Although the cognitive development theory is thorough in its approach to childhood development, it has its advantages and flaws. Among its strength is that it provides fresh perspectives in developmental psychology. Since the introduction of the theory, Piaget has been instrumental in changing the worldview of millions on how they understand a child's world, as well as how they are supposed to learn (Lourenco, 2016). As a consequence, there is further research by scholars that aspire to attain more understanding of child development. The theory has become influential in more fields, especially education, to its emphasis on qualitative development. A glaring flaw in the theory is in its approach to formal operations. Since its different introduction studies have proved that not all children go through the proposed stages, accordingly disputing cognitive development theory (Lourenco, 2016).

Further, more studies show that the environment does not necessarily influence formal education for children. Also, the theory is disputed because Piaget relied on his observational skills in his assessment of children from the socioeconomic status of a highly educated population. As such, the study has its strengths and limitations in understanding the levels of child development.

Educational Implication of the Cognitive Development Theory

The cognitive development theory has had a tremendous impact on how children are taught in schools. For instance, there is an increased focus on the process of children's thinking without paying attention to the learning environment. Instead of thinking about how children produce answers, teachers are interested in answers since there are stages of development that inform their teaching strategies (Bormanaki & Khoshhal, 2017). Due to the popularity of the theory, teachers have an increased need to recognize a self-initiated, active involvement in a child's learning activities (Berk, 2006). Through the application of the theory, children are encouraged to find their leaning mechanisms through spontaneous interaction in their learning environment.

Additionally, teachers are aware of individual differences in different learning stages (Bormanaki & Khoshhal, 2017). Although the theory specifies how a child transitions from one step to another, he also stipulates that they graduate at different rates. As such, the approach has changed how teachers interact with their students in a learning environment.

How the Theory Impacts the Field of Early Childhood Development

Piaget's theory of development has become instrumental in informing educators and parents about changes in the behavioural organization. In early childhood development, teachers and parents have been provided with the necessary tools to predict significant qualitative changes in behavior. In addition to the development stages suggested by Piaget, it has become a norm to note changes, especially when children develop new types of abilities. As a result, it has become easier for educators to note manifestation of behaviors that were not previously presented for a particular task or context, making customization of the learning process possible (Bormanaki & Khoshhal, 2017). For instance, understanding the conservation of clay at a certain point in a developmental sequence informs a teacher or parents about changes in behavior (Ahmad et al., 2016). In the end, Piaget's cognitive development theory becomes essential in providing teachers and parents with clues in the early childhood development process.

Perspective about the theory

The theory has been essential in shifting perceptions about how children learn as they grow. Now, there are stages in Piaget's theory that can be used to monitor learning development through observations. While there are repercussions for limiting the imaginations of teachers and parents while interacting with children, the theory is a chance to note healthy growth since it has been used for a long time. I think that the approach should be applied because education should be uniform, and interfering with the longstanding educational traditions can cause confusion and eventually affect how the society functions. As such, Piaget has shaped the way the society operates through his suggestions on how children should develop.

Conclusion

Understanding the strengths and limitations, educational implications, impacts on the field of early childhood development, and sharing perspectives of Piaget's cognitive development theory are crucial in understanding childhood development. Although the study is critical to child development, it has its strengths and flaws, which interferes with its accuracy in predicting childhood development. The theory has changed the way teachers and parents observe a child's development process since the approach has become a prediction manual. Children should be monitored using the theory so that teachers and parents can see changes in behaviors. The theory should be used since t allows the society to maintain an educational system that is crucial to its existence, thanks to Piaget.

References

Ahmad, S., Ch, A. H., Batool, A., Sittar, K., & Malik, M. (2016). Play and Cognitive Development: Formal Operational Perspective of Piaget's Theory. Journal of Education and Practice, 7(28), 72-79.

Berk, L. (2006). Child Development with Milestones Card. 9th Edition. Boston, MA: Allyn & Bacon.

Bormanaki, H. B., & Khoshhal, Y. (2017). The role of equilibration in Piaget's theory of cognitive development and its implication for receptive skills: A theoretical study. Journal of Language Teaching and Research, 8(5), 996-1005.

Laurence, O. M. (2016). Developmental stages, Piagetian stages in particular: A critical review. New Ideas in Psychology, 40, 123-137.