How Piaget’s Work Influenced Instruction and Curriculum Development Essay

Piagets theory of intellectual climbment states that pincerren go d one and only(a) four stages as they grow and develop. These stages be the sensorimotor stage, the pre useable stage, the concrete running(a) stage, and the formal trading operations stage. In the sensorimotor stage, vernal sisterren use their senses to explore their world. They look, touch, see, smell, and listen to the things in their surroundings and at the same time, they develop what Piaget refers to as object permanence which means that the electric razor is able to retain an physique of what he or she experiences such as round objects and pain.Toothman cites Piaget as express that this stage is composed of substages which argon the schemata stage, assimilation stage, and accommodation stage. ( Toothman, n. d. , n. p. ) In the schemata stage, the squirt develops a rational structure of the things he or she sees around him or her and tries to see which objects bet sum up the mental structure. The c hild whence progeny to the assimilation stage where a child incorporates new information in the existing schema. For example between one ball and another ball, the child may notice that the other ball makes noise when shook.The child then moves to the accommodation stage where he or she makes adjustments in the schema to fit in the object. In the The next stage is the preoperational stage where five-year-old children develop a mental representation of the things they experience. For example, they may mentally symbolize animals as having four legs such that anything that fits this mental representation is considered by the child to be an animal. This stage is in any case accompanied by the use of spoken language. After the preoperational stage, the child goes through the concrete operational stage.According to Hermann, ( Hermann, 1964, p. 250) the child is able to realize mental operations such as classifying objects and arranging them in a particular order. In the last stage w hich is the formal operations stage, childlike children learn to think in an abstract manner, reason in a hypothetic manner, and think about thinking. ruddy cites Piaget as saying that the use of goods and services of deductive logic is very important at this stage where the child determines outcomes for given hypothetical situations based on a general principle. (Cherry, n. d. , n. p. ).Cherry further adds that children at the formal operational stage of cognitive increment are often able to quickly plan an organized commence to solving a problem. The plough of Jean Piaget has greatly influenced the way schools programme their curriculum or program of instruction as well as the way children are taught. Their curriculum of instruction are based on Jean Piagets four stages of intellectual development. T from each one(prenominal)ers as well as school administrators have put great emphasis on manipulatives, language experience, hands-on activities, and discovery oriented instr uction.Young children who are in the sensorimotor stage are given plenty of experiences to use their hands and eyeball to understand the things around them. For example, in math, early children in this stage are taught how to count using small blocks or understand the different influences by using toys which teach them how to fit an object into its correct slot or space. In teaching science, instructors do not allow their pupils or students to be mere observers they are encouraged to touch, feel, smell, hear, and taste.For example, in a lesson about the leaf, young children are not only shown what a leaf is but they are able to experience the leaf by touching or smelling. It is in this manner that children are able to develop a concrete head of what leaf is. When children reach the preoperational stage, the curriculum and method of instruction changes. Here the teacher helps the young children develop mental images of the things around them by using pictures and sound outs. Fo r instance, the teacher may show the young children a picture of a vivification organism with four legs and tell them its an animal using the word animal.It is here that children are also able to associate words with pictures of objects. In math, teachers do not only teach their pupils how to identify one shape from the other but also associate a word with its individual shape. For instance, the math teacher may show his or her pupils a square up and at the same time, say the word square. Adjustments are made in the curriculum and method of instruction as children reach the concrete operational stage. The curriculum and the teacher focuses more on nurturing the abilities of young children to perform mental operations using objects.In the language class, for instance, young children are taught how to clip the letters of the alphabet in the correct order using blocks. In math, children learn the correct sequence of numbers by having them arrange each flash card containing a number in the correct order. It is also in this stage that children are taught how to solve simple problems using their origin of reasoning. The teacher may hold one big ball and one small ball and ask the pupils which ball is big and which is small. In their young minds, the pupils try to see the discrepancy between the sizes of the two balls.In language, young children are able to discover the appropriate initial sound for each letter in the English language. As children enter the formal operations stage, the teacher is already aware that the child is already ready for work that involves abstract thinking. In math for example, children are taught how to solve numeric problems in a step-by-step manner. In science, young children come up with attainable answers to problems that might be posed by the teacher and systematically originate their answers through experiments.