Piaget

The paramount part played from the start by his own action; and,

The way this turns into a process of inward building-up, that is, of forming within his mind a continually extending structure corresponding to the world outside.

From the first moments outside the womb, the infant itself takes a controlling hand in obtaining and then organizing all his experiences and interactions with the outside world. This process of absorbing and organizing experiences around the activities that produce them was called assimilation by Piaget (Isaacs, 1985, 19). Within the nature vs. nurture debate, Piaget adopts the view that both of these forces – genetics and environmental interaction – play a profound role in development and learning. Piaget argued that two fundamental processes – assimilation and accommodation – are responsible

. . .
onstruction is constrained by the physical laws of the environment and the biological possibilities of the child...to most people, however, the restrictions imposed by physics and biology seem far too bread and nonspecific to produce such universal outcomes” (Brainerd, 1996, 194). VALUE OF THEORIES Piaget’s theories have a great deal of value with respect to real world applications of learning and teaching. Piaget’s theory of stage development is built on specific general principles that he considers universal in the development of all children. These principles are: Organization, Equilibrium and Adaptation. Organization refers to the interrelationships among all the elements of mental life which Piaget called schemata. Schemata are essentially mediating processes which, as development proceeds, provide a structure into which incoming sensory data can fit. Schemata structure the child’s world and make possible assimilation, or the orderly intake of new information. Equilibrium is sought by the child not at the expense of excluding information that will help him to adapt better to his changing world, but by seeking means of accommodating this information into existing schemata. The work of Siegel (1999) is an extension of
. . .

Some common words found in the essay are:
Fischer Hencke, PERSONAL OPINION, Erik Erikson, Piaget Isaacs, John Morss, Alfie Kohn, Opportunity Model, Developing Mind, Nevertheless Siegels, Asian Republics, cognitive development, development learning, stages development, piagets theories, siegel 1999, mental processes, agent own, physical social, morss 1995, luria 1976, physical social influences, gerow brothern newell, active agent own, critical alternatives developmental, brothern newell 1992,
Approximate Word count = 2566
Approximate Pages = 10 (250 words per page)

More Essays on Piaget