Piaget's Theory Of Cognitive Development Paper
Children all over the globe may develop at different rates; however it is believed that, despite rate, they all go through the same stages of cognitive growth. Because there may be some disparities between children and their development, it is possible to test to see approximately where these children are within development. To do this, Piagetian tasks can be used. Within this paper, I will describe the theory, the tasks which I will use to test the child, and the child whom I will be testing. The theory that will provide the framework for my study is Piaget’s theory of cognitive development. Piaget’s theory is a discontinuous stage theory which proposes that there are four main levels of thought that people move through during development.
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The child should agree since you both have two full graham crackers. Then, you can break one cracker in half, which is why it’s a good idea to use graham crackers since they have the even divider line. After you do this, you again ask the child who has more crackers. Depending on their stage of development, the child will either say you still have the same or the person with two pieces of cracker has more. This will test the child’s capabilities with reversibility. If the child can tell me that the graham cracker split in half is the same as the whole one and tell me it’s because if I put the two pieces back together I’ll have a whole one, then this will prove that the child is capable of understanding reversibility. It will also test the child’s conservation of number skills to see if he will be able to tell that simply because one of the graham crackers was more separated spatially, that it is still one graham cracker. Secondly, with two rows of pennies, you take ten pennies and make two rows of five so that they are even with each other. You ask the child which row has more pennies or if both are the same. Since the rows are even and look exactly the same, the child should answer that they are both the same. Then, you space one row of pennies out so that it appears to be longer than the other. Again, you ask the child which row has more pennies. The child’s answer, …show more content…
So, I pulled out the graham crackers and he asked me if we were going to eat it and I told him that he could after we were done playing the game. So I laid two pieces of cracker out on the table and asked him if they were the same and he said yes, that we both had the same amount. Then I took my piece and broke it in half and asked him if we had the same and he said no. Without prompting, he told me that he had more because he had a whole piece of cracker and that I only had pieces of the cracker. I was expecting something like this response, but I was expecting him to tell me that I had more because I had two while he only had one, so this was an interesting take on the results of the
The child should agree since you both have two full graham crackers. Then, you can break one cracker in half, which is why it’s a good idea to use graham crackers since they have the even divider line. After you do this, you again ask the child who has more crackers. Depending on their stage of development, the child will either say you still have the same or the person with two pieces of cracker has more. This will test the child’s capabilities with reversibility. If the child can tell me that the graham cracker split in half is the same as the whole one and tell me it’s because if I put the two pieces back together I’ll have a whole one, then this will prove that the child is capable of understanding reversibility. It will also test the child’s conservation of number skills to see if he will be able to tell that simply because one of the graham crackers was more separated spatially, that it is still one graham cracker. Secondly, with two rows of pennies, you take ten pennies and make two rows of five so that they are even with each other. You ask the child which row has more pennies or if both are the same. Since the rows are even and look exactly the same, the child should answer that they are both the same. Then, you space one row of pennies out so that it appears to be longer than the other. Again, you ask the child which row has more pennies. The child’s answer, …show more content…
So, I pulled out the graham crackers and he asked me if we were going to eat it and I told him that he could after we were done playing the game. So I laid two pieces of cracker out on the table and asked him if they were the same and he said yes, that we both had the same amount. Then I took my piece and broke it in half and asked him if we had the same and he said no. Without prompting, he told me that he had more because he had a whole piece of cracker and that I only had pieces of the cracker. I was expecting something like this response, but I was expecting him to tell me that I had more because I had two while he only had one, so this was an interesting take on the results of the