There are many theories about the way children learn, many practitioners believe that children learn in a variety of ways.
Some key theories have shaped and continue to shape work with children.
I am going to look at development psychology such as cognitive language and emotional development etc.
Cognition is a group of mental processes that includes attention, memory, producing and understanding language, learning, reasoning, problem solving, and decision making.
Jean Piaget began to develop his theory in the 1950s thought the way in which children’s thoughts can be different from adults. He concluded that children’s logic stemmed from their direct experiences.
Piaget grouped cognitive development into 4 stages:
a) Sensory-motor 0-2 year’s development of object permanence begins to use symbols (language). b) Pre-operational 2-7 years uses symbols in play and thought, egocentrism, centration, animism, inability to conserve. c) Concrete operational 7-11 year’s ability to conserve, children begin to solve mental problems using practical supports such as counters and objects. d) Formal operational 11-15 years can think about situations that they have not experienced, can juggle with ideas in their minds.
We put Piaget’s theory in to practice today in the classroom, such as with sensory-motor development we use pictures such as a picture of ASDA to go to ASDA and symbols as a form of communication.
We use pre-operational development such as use of symbols or language to develop problem solving memory and imagination possibly threw games. Such as a pairs
We use concrete operational such as the use of objects to help students develop mass weight length and how to manipulate objects. For example balls at different size and weights.
For formal operational we use this to help promote higher problem solving flexibility of thought such as students making