Keywords: paiget theory software, jean piaget theory application
Psychotherapists utilise diverse theoretical models within the counselling environment. With each approach, theory or method that is used today there are a number of key supporting elements which permit the skilled psychotherapist to comprehend and contextualise the human condition, based on a basis of knowledge of how human beings learn, expand and develop bodily and psychologically. One particular fundamental concept of cognitive development was shown by Jean Piaget (1896-1981) which related to child and adolescent development. The history of Jean Piaget and the details of the four main stages of Cognitive Development that Piaget observed are discussed below including a critic and debate of the utilization of them with regards to child and adolescent counselling.
Jean PIAGET (1896-1981) was a Swiss developmental psychologist who came from an educated family in Neuchtel, Switzerland. Piaget analyzed biology in the School of Neuchtel, however also revealed interest in Mindset and Psychoanalysis. Piaget relocated from Switzerland to Paris, France after his graduation and he trained at the Grange-Aux-Belles college for boys, which was run by Alfred Binet. Binet was the programmer of the Binet intellect ensure that you Piaget assisted in the marking of the intelligence checks. Piaget then became interested in the analysis of child progress as during this time period he noticed that at different age group mounting brackets children made in the same way incorrect assumptions or faults. Piaget was wedded and got three children which he also researched from infancy. In 1929, Jean Piaget accepted the post of Director of the International Bureau of Education where he remained until 1968.
Through the analysis and experimentation of his own children's abilities, from babies through to adults along with children from the Grange-Aux-Belles school he detected a number of milestones and time relative achievements which are common to individual development. 'He concluded that these similarities are the consequence of a sequence of development that all children follow. Completion of each period, using its corresponding capabilities is the prerequisite for stepping into another period. " (G Neil Martin, 2007)
Piaget categorized these four periods as Sensory Motor, Preoperational, Concrete Operations and Formal Businesses; the intervals are discussed in further aspect below.
Sensory motor
The first stage of Piaget's theory is maintained from labor and birth to about age two and it is centered on the infant trying to seem sensible of the world. During the sensory motor stage, an infant's understanding of the world is bound with their sensory perceptions and motor unit activities. Utilizing skills and abilities they were blessed with, such as looking, sucking, grasping, and tuning in, to find out more about the environment. In this stage, a kid has relatively little competence in representing the surroundings using images, terminology, or symbols. An infant has no awareness of objects or people that are not immediately present at a given moment. Piaget called this too little object permanence. Object permanence is the consciousness that objects and folks continue to exist even if they are out of perception. When a person hides, the infant does not have any knowledge they are just out of perception. Matching to Piaget, this person or object that has vanished is gone permanently to the infant. Towards the end of the period the newborn then builds an understanding of himself or herself and actuality (and how things work) through relationships with the environment. Learning takes place via assimilation (the business of information and absorbing it into existing schema) and accommodation (when an object cannot be assimilated and the schemata need to be modified to add the object). The sensory electric motor stage can be split into six split sub levels that are characterized by the introduction of a fresh skill. Reflexes (0-1 month), Most important Circular Reactions (1-4 weeks), Secondary Round Reactions (4-8 weeks), Coordination of Reactions (8-12 weeks), Tertiary Round Reactions (12-18 weeks) and Early on Representational Thought (18-24 calendar months).
The Preoperational Period (Two - Seven years)
The most significant development at this time is language. Children develop an internal representation of the world which allows them to spell it out people, situations, and feelings. The child starts with an intuitive grasp of logical ideas in a few areas. However there is still a tendency to target attention using one facet of an thing while disregarding others.
The thinking is still egocentric and they have a problem taking the viewpoint of other people. At this time that can learn to group or classify things: e. g. can group things alongside one another such as all the red blocks regardless of condition or all the square blocks no matter colour. Piaget noted that children in this level do not yet understand concrete reasoning, cannot emotionally manipulate information, and are unable to take the idea of view of other people, which he termed egocentrism.
During the preoperational level, children also become more and more adept at using icons, as evidenced by the upsurge in playing and pretending. For example, a child is able to use an thing to represent something else, such as pretending a container is a motorboat. . A child in the preoperational level also lacks the principle of conservation; this is actually the knowledge that amount is unrelated to the agreement and physical appearance of things. Children who've not exceeded this stage do not know that the amount, volume or length of an object does not change size when the condition of the construction is transformed.
Period of Cement Operations (Seven-Twelve years)
The concrete operational stage begins around get older seven and proceeds until approximately years eleven. During this time, children gain a better understanding of mental operations. There may be data that they show planned, logical thought and have the capability to perform multiple classification responsibilities, order things in a rational sequence, and comprehend the principle of conservation. The child's thinking becomes less egocentric and they become capable of concrete problem-solving. On the other hand, children as of this age have difficulty using deductive reasoning, which involves using a general principle to determine the outcome of a specific event.
One of the main trends in this level is an understanding of reversibility, or understanding that activities can be reversed. An example of this is being able to invert the order of human relationships between mental categories. For example, a child might be able to recognize a Sheep is white, that white is a color, and that the sheep can be an canine. Children in the concrete functional stage have a much better knowledge of time and space.
Period of Formal Procedures (Twelve years and onwards)
This period lends itself to the ability to generate abstract propositions, multiple hypotheses and deductive reasoning, with organized planning including possible outcomes. Piaget thought that deductive logic becomes important during the formal operational level such as working out proportions and mathematical calculations. Rather than relying solely on previous encounters, children get started to consider possible effects and implications of actions. This sort of thinking is important in long-term planning. The child's capability for abstract thinking is nearly the same as a grown-up and children at the formal operational stage of cognitive development are often able to quickly plan an arranged approach to resolving problems.
Piaget's intensive work has been extensively published and is also taught in Psychology and educational settings worldwide, appealing research and dispute. You will find consequently many reviews of the work both supportive and critical. "One criticism of Piaget is the fact he didn't always identify his terms operationally" (G Neil Martin, 2007). Further criticisms of Piaget's work can include that Piaget creates a relatively unrealistic paradigm with which to normalise and view years as a child progression. The test groupings were from the same communal structure and educational backdrop which adds's weight to the lack of a comprehensive and powerful experimental sample. Limiting the backdrop or cultural and environmental factors such as varying level of awareness of the kid by caregivers or the inclusion of aspects such as poverty, deprivation or even having less essential nurturing has allowed a lot more critical seasoned psychologist the opportunity to rebuff Piaget's conclusions.
An additional area of criticism of the tests is the real level of dynamic participation of the children studied, Piaget states that subject permanence is developed as the child develops an understanding of the permanence of things and that uncovering a concealed toy is a demo of the, however has desire in order for a child to search for the thing been taken into account, why would the newborn look for the thing in the tests?
Whilst researching Piaget's work from the most supportive and positive prospect, it's important for counselling pros to ensure a grasp of the basic theory and principles of the growth periods in Human Development. The knowledge of People development is very important to the client and counsellor, the counsellor must self examine and become cognisant of any significant developmental issues that may have took place in their past that would take advantage of an assessment of the ideas. Many of the methods and solutions of psychotherapy pull reference to happenings or issues from a client's recent. It would be wise for the counsellor to emotionally reference point the developmental phases to ascertain how a specific trauma might have been influenced by the amount of development of your client in those days. As the age range of clients is varied as mentioned by (Colin Feltham, 2006) "understanding of common age-specific characteristics can help in assessment and restorative planning and referral".
With emphasis on young adult counselling for example, when children or adults enter the time of Formal Functions (Eleven to Fifteen) it can be a distressing period, when the concentration is in it to appear to be appropriate in and conforming. Also, they are handling huge change actually, psychologically and morally therefore the better up to date and empathic the counsellor is to a customer who may be experiencing these changes, the better able the counsellor is to support and guide.
An example with youngsters may be the concepts of fatality and reduction, which corresponding to Piaget, are not processed at the age of three to seven in the same way as that of an adult. It would then be possible to improperly transpose adult damage, grief or anger to a more youthful child and potentially confuse the young consumer. Piaget shows that there is a lack of maturity of understanding is in this area before child is over seven years of age and into the Operational Period.
Piaget's human development work has provided the backbone of understanding to both mindset and education enabling in both settings additional complex skills to be weaved into the respective processes. It does not seem to suggest that the four levels will be the only aspects to a child's development; further components of moral and humanistic analysis should be utilized together with this material to be able to across the counsellor's views and knowledge of development. Whilst the give attention to physical and medical developmental assessments Piaget put significant constraints on the depth and scope of the studies, nevertheless Piaget's focus on development has distributed around the field of mindset a valuable perception into ways to approach a kid or adolescent regarding there ability to comprehend ideas and process information.
