Paper Sample on Jean Piaget's Cognitive Development Theories: Exploring Social Studies Curriculum Debates in Arizona

Introduction

Jean Piaget’s cognitive development theories are practical in augmenting the primary grade children’s knack to cognize the competing curricular frameworks and expand the core knowledge of the community. The “Elementary teachers’ application of Jean Piaget’s theories of cognitive development during social studies curriculum debates in Arizona” afford an acumen into ascertaining assimilation and accommodation as a new acquaintance to thin out the ambiguity of the theory. This article exemplifies how the theory of cognitive development principally depicts the internal activities of decision making and deriving sense from the environment. Typically, most of the educational programs repose on the beliefs that children must be taught while in the levels where they are fully developmentally prepared. Therefore, close accentuation to Hinde and Perry’s article would provide an insight into creating assimilation and accommodation as new knowledge to thin out the ambiguity of Piaget’s theory.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

Ultimately, according to this article, the development of some specific cognitive structures is a critical necessity for understanding abstract conceptions. A child’s thinking undergoes a gradual knowledge and intellectual skills growth until it reaches the formal logical thinking. In the article, Piaget argued that education is a means of guiding children as they progress through higher learning levels. Further, deriving from the Hinde and Perry’s case study, at the intuitive stage in intelligence development, children begin to identify shapes, colors, and sizes. Teachers must expose the kind of objects that require cognition according to the learners’ stage and age to propel their motivation, curiosity, and creativity in different areas.

The article affords an authentic exemplification of how Piaget’s cognitive development theory is decisive in fathoming children’s operational time. Through an exploration of a case study where Hinde and Perry researched social studies curricula in Arizona, Arizona, students were obliged to ascertain a more content-laden curriculum (Hinde & Perry, 2007). Some of the inconveniencing aspects in Arizona required the low K-3 grades to describe the historical concepts, early civilizations, the American and world history, which created controversies as to which content should be integrated into learning and the ones to be excluded. Thus, this article helps in illuminating the logical development conceptions and their repercussions on instructional managing at early levels of education.

Considering the “Piaget’s Theory of Intellectual Development and its Implication for Instructional Management at Pre-secondary School Level,” article there is much knowledge that adds up to my expertise on Piaget’s theory of cognitive development. For instance, the treatise has abetted me to understand Piaget’s four phases of cognitive growth, which entail sensory-motor, pre-operative, formal, and concrete (Simatwa, 2010). Through the four segments of cognitive growth, the teachers set up the cornerstone for the cognitive development cycle and enable children to think symbolically and abstractly. The two articles have similar parallelism in building the curriculum systems’ influence to create cognitive and intellectual development.

Conclusion

Both articles build my knowledge base as they elucidate how Piaget’s Theory application is imperative for the operational advancement of the school environment’s teaching and learning processes in several aspects. They bestow a wide range of different acquaintances to students, which bequeaths them sanction on socializing and learning more. Hinde and Perry (2007) and Simatwa (2010) indorse a framework for cognitive learning in the brain of a child. Thus, both articles shed light on Jean Piaget’s theories of cognitive development and elucidate how the conjectures are practical in augmenting the student’s aptitude to cognize the competing curricular frameworks and progress of the staple comprehension of the society.

References

Hinde, E. R., & Perry, N. (2007). Elementary teachers’ application of Jean Piaget’s theories of cognitive development during social studies curriculum debates in Arizona. The Elementary School Journal, 108(1), 63-79.

Simatwa, Enose MW. “Piaget’s theory of intellectual development and its implication for instructional management at the pre-secondary school level.” Educational Research and Reviews 5.7 (2010): 366-371.