Piaget Toy Project
Piaget’s Toy Experiment:
What is safe for our children?
Bergen Community College
Abstract
Piaget believed everyone had to go through each stage of development. Although some kids may show characteristics of more than one stage at a time, he was certain that cognitive development always followed the sequence of the stages, stages cannot be skipped, and each stage is marked by new intellectual abilities and more complex understandings of the world. With this experiment I will prove how each toy can improve, or dismantle each stage for children. While in the toy store I watched how kids were interacting with one another, and how they handled some of the toys. Having, a niece, nephew, and Godson who are infants it was easier to find toys for the sensorimotor stage. Not all toys on the market are labeled for the right age group. There are some toys for two year old that are way too complex for them to understand. Because of the complexities they will not know how to use it which can result to them hurting themselves eventually. This was a very interesting project, I learned a lot about different toys, now knowing about these stages shopping for children in my family will be a lot different.
Piaget argued reality involves transformations and states. Transformation is all aspects of change a person can undergo. States is the condition or appearance which things or people can find between transformations. (Ex: Shape- Humans features change as they grow) If intelligence is to be adaptive there must be functions of reality and transformation. Operative: Active part of intelligence, involves all actions, anticipate transformations of objects or people of interest. Figurative: Less active, representation used to retain in mind states that intervene between transformations. Piaget also focused on assimilation, and accommodation. Assimilation is the input/direct information processing, info contradicts the mental map (schema). Accommodation changes the schema to fit
What is safe for our children?
Bergen Community College
Abstract
Piaget believed everyone had to go through each stage of development. Although some kids may show characteristics of more than one stage at a time, he was certain that cognitive development always followed the sequence of the stages, stages cannot be skipped, and each stage is marked by new intellectual abilities and more complex understandings of the world. With this experiment I will prove how each toy can improve, or dismantle each stage for children. While in the toy store I watched how kids were interacting with one another, and how they handled some of the toys. Having, a niece, nephew, and Godson who are infants it was easier to find toys for the sensorimotor stage. Not all toys on the market are labeled for the right age group. There are some toys for two year old that are way too complex for them to understand. Because of the complexities they will not know how to use it which can result to them hurting themselves eventually. This was a very interesting project, I learned a lot about different toys, now knowing about these stages shopping for children in my family will be a lot different.
Piaget argued reality involves transformations and states. Transformation is all aspects of change a person can undergo. States is the condition or appearance which things or people can find between transformations. (Ex: Shape- Humans features change as they grow) If intelligence is to be adaptive there must be functions of reality and transformation. Operative: Active part of intelligence, involves all actions, anticipate transformations of objects or people of interest. Figurative: Less active, representation used to retain in mind states that intervene between transformations. Piaget also focused on assimilation, and accommodation. Assimilation is the input/direct information processing, info contradicts the mental map (schema). Accommodation changes the schema to fit
References: Martin, C.L. , & Fabes, R. (2009). Discovering Child Development (2nd ed.) Belmont, CA: Wadsworth, Cengage Learning.