The developmental theory of Jean Piaget

2018 ◽

Vol 8 (1) ◽

pp. 32

Author(s):

Cecep Jaenudin

Keyword(s):

Second Language Acquisition ◽

Foreign Language ◽

Teaching Methods ◽

Active Role ◽

Developmental Theory ◽

Foreign Languages ◽

School Age Children ◽

School Age ◽

Jean Piaget

Today there are many schools â€“ the school started foreign language lesson in good things, including the Arabic one. Even students in the pre-school category-began to introduced with languages-foreign languages. Parents or teachers may be glad when his son started to be proficient in the use of foreign languages. But whether the teaching of foreign languages at pre-school age children is in compliance with the development of his cognitive. The purpose of this study is to describe the process of activity teaching Arabic in kindergarten and explain how the view of the theory of the development of kognitf Jean Piaget against the teaching process. On the principle of cognitive developmental theory of Jean Piaget said that children at pre-school age already have a symbolic and intuitive function is active. Both of these functions that can help students in doing a second language acquisition. Material presented is adapted to the development of cognitive learners. Teaching methods undertaken by teachers is a method which can enhance the active role of the learners in the lesson. However, teachers should always do their teaching in the process of creation, this is to cultivate the interest of learners in learning Arabic.

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The Having of Wonderful Ideas

Harvard Educational Review ◽

10.17763/haer.42.2.g71724846u525up3 ◽

1972 ◽

Vol 42 (2) ◽

pp. 217-231 ◽

Cited By ~ 31

Author(s):

Eleanor Duckworth

Keyword(s):

Intellectual Development ◽

Elementary Science ◽

Developmental Theory ◽

Classroom Teachers ◽

Science Program ◽

Jean Piaget ◽

Cognitive Growth ◽

Classroom Experience ◽

Questions And Answers

Explaining that no definitive pedagogy flows from the developmental theory of Jean Piaget, the author explores ways that classroom teachers can nevertheless make powerful use of that theory. For her, the essence of the child's intellectual development lies not in the progressive accomplishment of Piagetian tasks, but in the child's testing out the ideas that she or he finds significant. This process of testing out ideas, she argues, is critical for the child's cognitive growth. Teachers can assist this growth primarily by accepting the child's perpective as the legitimate framework for generating ideas—allowing the child to work out her or his own questions and answers. This approach—and the importance of providing varied settings and materials which suggest ideas to children—is discussed with particular reference to the author's classroom experience and her evaluation of an elementary science program.

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Piaget's Developmental Stages

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch111 ◽

2011 ◽

pp. 713-715

Author(s):

Shellie Hipsky

Keyword(s):

Child Development ◽

Developmental Stages ◽

Developmental Theory ◽

Jean Piaget ◽

Stages Of Development ◽

External Reality ◽

Lasting Impression ◽

Insight Into

Jean Piaget (1896-1980) was a Swiss psychologist whose cognitive-developmental theory left a lasting impression on how child development is viewed. He felt that children are not simply empty vessels into which adults pour knowledge (Piaget, 1952). Piaget based much of his theory on his masterful observations of children, and demonstrated many experiments that study how children adapt and react to their world (Vidal, 2000). One of the main points of his theory was that of adaptation (Piaget, 1971). The child’s mind adapts from infancy to childhood to adulthood to achieve a better fit with external reality. Piaget sensed that children construct knowledge actively as they manipulate and interact with their environments. Many of his thoughts and ideas were influenced by his background in biology. This document will provide insight into Piaget’s Stages of Development as well as look at technology that meets the needs of children at specific times during their life.

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Play And Development (A Symposium with contributions by Jean Piaget, Peter H. Wolff, René A. Spitz, Konrad Lorenz, Lois Barclay Murphy and Erik H. Erickson), edited by Maria W. Piers. New York: W. W. Norton & Company, 1972, 176 pp., $5.95

PEDIATRICS ◽

10.1542/peds.51.6.1118 ◽

1973 ◽

Vol 51 (6) ◽

pp. 1118-1118

Author(s):

David Belais Friedman

Keyword(s):

New York ◽

Developmental Theory ◽

Theory And Practice ◽

Jean Piaget ◽

Developmental Patterns ◽

Children's Play ◽

Konrad Lorenz ◽

Children’S Play ◽

Simple Exposition

The title Play and Development describes the unifying theme of this book but may mislead the unwary and the unsophisticated. The list of contributors should provide clues to the fact that Play and Development is not a simple exposition of children's play and developmental patterns. Actually, a background in developmental theory and practice is essential if one is to appreciate the subtleties of this excellent volume. In the opening paper, Jean Piaget discusses the origins and development of "operations" in children and defines "operations" as internalized, reversible actions.

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New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig12.40 ◽

2017 ◽

Vol 2 (12) ◽

pp. 40-54

Author(s):

Jamie B. Boster ◽

Joann P. Benigno ◽

John W. McCarthy

Keyword(s):

Language Development ◽

Augmentative And Alternative Communication ◽

Developmental Theory ◽

Alternative Communication ◽

Complex Communication Needs ◽

Communication Devices ◽

Development Of Language ◽

Communication Needs ◽

System Interfaces ◽

Language Content

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.

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