Sensori-motor stage: From 0 to 2 years. Infants and toddlers learn at this formative era of cognitive development through sensory encounters and handling objects. In the earliest stages of this stage, a child’s whole experience is mediated by fundamental reflexes, perceptions, and motor response...
1.1 According to Jean Piaget's theory of cognitive development, learning occurs in four s
tages for children.
He claims that a child's behavior is qualitatively different from that of an adult and
tha t a child's mind is not that of an adult on a small scale. His theory focuses not
only o n how children acquire knowledge but also on the nature of intelligence.
Piaget’s stages are:
➢ Sensori-motor stage: From 0 to 2 years. Infants and toddlers learn at this
formative era of cognitive development through sensory encounters and handling
objects. In the earliest stages of this stage, a child’s whole experience is
mediated by fundamental reflexes, perceptions, and motor responses. Toddlers
gain an understanding of the world through everyday activities like sucking,
grasping, looking, and listening. They also learn that things exist even when they
cannot be seen, realize that they are separate beings from the people and
objects around them, and understand that their actions have an impact on the
world around them. Here, more actions are taken and language development
begins.
➢ Pre-operational stage: Ages 2 to 7 years. Children at this age learn through
pretend play but still struggle with logic and considering other people’s
perspectives. Additionally, they frequently have trouble grasping the concept of
consistency.
Children at this stage, known as the intuitive stage, draw inferences based on ha
zy impressions and perceptual judgments.They start to think symbolically and lea
rn to express stuff with words and pictures, which makes them more egocentric a
nd makes it difficult for them to perceive things from other people's perspectives.
, 2
Though they continue to have a very concrete way of thinking, they do develop b
etter at language and thought.
➢ Concrete operational stage: Ages 7 to 12 years.
At this stage of development, children are still highly literal and concrete in their t
hinking, but they become much better at applying logic.Kids get better at conside
ring how other people might see a situation as they progress through the stages,
and the egocentrism of the earlier stage starts to fade. Children start reasoning
logically about actual events and while still being quite concrete, thinking
becomes more logical and structured. They start by employing inductive
reasoning, or extrapolating general truths from specific data. During the concrete
operational state, thinking becomes considerably more logical, but it can also
become highly inflexible. Children at this developmental stage frequently have
trouble understanding hypothetical and abstract notions.
➢ Formal operational stage: Ages 12 years and up. According to Piaget’s
hypothesis, the final stage entails an improvement in logic, the capacity for
deductive reasoning, and a grasp of abstract concepts. Teenagers and young
adults can now identify several potential answers to issues and begin to
approach their surroundings with a more scientific mind-
sets.They start to reason about hypothetical difficulties, think more about moral, p
hilosophical, ethical, social, and political issues that call for theoretical and abstra
ct reasoning, and start to think abstractly and theoretically.They apply deductive r
easoning, or moving from a general idea to a specific piece of knowledge.
➢ Therefore in Piaget’s view, kids actively participate in their education, functioning
much like young scientists as they conduct experiments, record observations,
and gain knowledge about their surroundings. Children constantly add to their
knowledge, expand upon it, and modify their preconceived notions to take into
account new information as they interact with the world around them.
1.2 My own teaching philosophy.
My philosophy of education is that all children have the right to be educated and all
learners must be given equal opportunities to learn and become best vision of
themselves. My goal as a teacher is to improve students’ academic performance and to
encourage students and motivate them to learn. As a teacher I know it is my
responsibility to make sure that all learners are included in the classroom activities and
they all perform well and pass at the end of the year. As a teacher I am not only
responsible for educational content but at some point I have to support the learners
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