Jean Piaget: The Four Stages Of Cognitive Theory

Cognitive theory of Jean Piaget includes four levels of development that children move through during which the explanatory manners of newborns transform in to the abstract, logical cleverness of adulthood. You can find three important specific characteristics of Piaget's theory which the first one has been a general theory, that is, cognition's all aspects undergo a similar span of change. Another attribute is that children undertake the stages within an invariant sequence. Piaget believed that there is a same order that children follow. Third, the periods are universal. Phases in cognitive theory assume the theory to add all children everywhere (Berk, 2003). Biological concepts are being used in a restricted way in Piaget's theory. However, he mentioned the importance of hereditary and environmental factors on the way that children move through the phases (Crain, 2005). He emphasized that the quickness of children while passing those stages is affected by variations in genetic and environmental factors.

Jean Piaget used the term scheme while explaining human beings' organized way of earning sense of experience (Draw, 1969). Traill (2008) explains that the term scheme utilized by Piaget is different from people's each day usage of design. The term can be any structure for discovering and learning from the surroundings and it has three different intellectual buildings. Piaget calls first intellectual structures to emerge as behavioral plans, ones that appear after 2 years as symbolic plans, and structures that show up after 7 years as functional plans (Piaget, 1972, as cited in Traill 2008). For example, dropping scheme of an 8 month old baby and a 25 calendar months of will never be the same, as quicker it will are more deliberate and creative. Small children, different from babies, begin to think before acting and Piaget recognizes that change from sensorimotor to cognitive approach to the globe which is determined by mental representations. (Piaget, 1926, as cited in Berk 2003) Images and principles are the two powerful mental representations.

Especially, the shift from sensorimotor to cognitive procedure is accounted for just two processes; version, consisting assimilation and accommodation, and firm. Interpretation of new buildings into already existing techniques is named as assimilation and adjustment of existing strategies into version of new experience is named as accommodation. Cognitive adaptation aims to modify to the environment and is because the equilibrium between assimilation and accommodation (Block, 1982). While attempting to grasp an object, a newborn is experiencing the assimilation process, while taking away an obstacle and grasping an thing, your baby now accommodates the system (Crain, 2005). During the organization process more complex intellectual constructions are combined with existing techniques by children. For example, after the baby experienced and covered dropping movement, then he/she will relate it with throwing motion as well as understanding the principles of near and way (Berk, 2003).

The Sensorimotor Level (Beginning to 2 Years)

Jean Piaget discovered his children during their developmental period and constructs the phases based on his observations. His literature mostly involve many cases from his dialogues and connections along with his children. The sensorimotor level involves six substages.

(Santrock, 2004)

That stage begins by using reflexes from birth to 1 four weeks. Newborn reflexes take important put in place sensorimotor stage. According to Piaget inborn reflexes are consisted from first techniques. He declares that as children use inborn reflexes and experience assimilation, they desire to put them to effective use (Crain, 2005).

After a month, children begin to repeat their chance manners and primary circular reactions period (one to four a few months) starts. Child activities the thumb sucking by taking her hand to her oral cavity by the chance, when the side falls she needs to get it back and activities many failures until she gets it back again (Crain, 2005). At that example the kid organizes the hands motion and sucking which is a kind of circular response. Piaget also states that children at that period point out the first attempts at imitation (Berk, 2003).

The next substage is extra circular reactions which is witnessed between fourth and 8th months. Infants commence to experience motor achievements that encourage them to play attention to their environment. Infants get started to get enjoyment from the response of the environment to their attempts and they duplicate their activities that get effect from their surrounding (Santrock, 2004).

Coordination of supplementary schemes substage occurs during eight to twelve months. At this stage infants start to organize tow or more actions to accomplish simple objectives. Furthermore with an intentional purpose, babies try to imitate behaviors after watching a person. You can have the ability to observe a child at this time trying to mix with a spoon. In addition, a child may start to cry when she perceives her mother using her coat in order to stop her mother departing (Berk, 2003).

In substage 5, tertiary round reactions (twelve to eighteen months), children are interested with different effects. Piaget had seen one of his children hitting on the desk at different rates in order to pay attention different does sound that he creates (Crain, 2005). It should be noted that all experience are results of children's intrinsic curiosity about the surroundings around them that Piaget stresses within his cognitive development theory.

The previous substage of the sensorimotor period is named as beginnings of thought or internalization of plans long lasting from eighteen to twenty a few months. During that substage children have the capability to remember the behaviors that are not present (deferred imitation). Their initiatives on imitation also signify progress and they experiment with actions inside their minds. Besides, children can be observed to engage in make-believe play during that period (Santrock, 2004).

Object Permanence:

Piaget and many research workers concluded that newborns appreciate concepts of permanence items. As much as four a few months, children do not make any attempt to an object going out of before their eyes. During secondary circular reactions stage children are more in a position to explore their bordering and they have a better sense of permanence of objects. At stage four children be capable of find the concealed objects. If an adult requires a toy behind a package, the baby will look at the in back of of the box and find the toy. During the levels five and six children are able to follow displacements and follow invisible shifts (Crain, 2005).

Beginnings of Categorization:

Before the capability of mental representation children cannot categorize objects. During the first year with their life, children experience perceptual categorization. For instance they can categorize the hip and legs of an pet. Conceptual categorization commences with the finish of first season; they can now categorize similar characteristics and manners. Working categorization period starts off with the beginning of the second season. It is mentioned that sorting items into two classes can be observed in eighteen weeks babies. In the second year newborns can group two different sorts of objects without grasping them (Berk, 2003).

When the discovered milestones of research and the explanation of substages of Piaget are likened from delivery to 2 yrs, both similarities and distinctions are seen. You can find points that seem to occur sooner than Piaget accepted such as categorization, deferred imitation, and analogical problem dealing with. Those dissimilarities are explained differently from many research workers. A number of the surveys signify that some children delivered with different intellectual capacities and some of them with a set off limits which in turn causes those dissimilarities. The latter dispute the idea of Piaget in conditions of biological concerns.

The Preoperational Stage (2 to 7 Years)

Preoperational stage is lasting from two to seven age range in which the child is more capable while interacting with the environment. Although reasoning of child is still unsystematic and illogical, that is the period that children start to use icons and rapidly develop representation. One of the important icons that indicate increase throughout that period is terms (Santrock, 2004). Piaget believed that experience of interior images occurs before labeling words and he did not take words as an important tool in cognitive development of children. Berk (2003) argues that Piaget acquired misadjusted the role of vocabulary in early on intellectual development. She proposes that conceptual abilities of children are highly afflicted from the dialogues of children with people. Moreover, there are numerous psychologists that consider as children develop their terminology ability, they begin to think more logically.

Children experience transductive reasoning throughout that stage this means shifting from one particular to another. Children place two unrelated situations in to the same case as if they have a marriage. One of Piaget's children possessed figured she hadn't had her nap yet so it wasn't evening (Piaget, 1924). Piaget (1924) points out that statement for example of transductive reasoning, because the child did not catch the understanding that afternoons include many different occurrences and having nap is merely one of them.

An important milestone of the upsurge in mental representation is make-believe play during preoperational stage. The variations in make-believe play between sensorimotor and preoperational level can be plainly observed. By the center of preoperational stage make-believe play of children reveal true to life conditions. In addition, by preoperational level children begin to engage in sociodramatic play, they coordinate variety of functions and report lines throughout their play.

One of the criticized tips of cognitive theory of Piaget is based on the belief of Piaget that play reflects children's cognitive and sociable skills, however there are many recent studies indicating the contribution of play on those skills. Especially during sociodramatic play, children interact with their peers longer and they are more cooperative. Many psychologists presumed the role of building up of make believe play on a wide range of mental talents and reasonable reasoning (Berk, 2003).

Egocentrism:

Piaget explained that children take a look at their surrounding using their company own viewpoint and they ignore perspectives of others. Three-mountains analysis is one of the famous observations of Piaget describing egocentric tendencies of children at preoperational stage. He previously used a style of three mountains and taken a kid for a walk around the model in order to give chance of the child to check out the model from different view. Piaget got placed your child from one point of the model and positioned a toy to some other place. The child had been asked what he/she noticed while looking at the model and the particular toy would be observed while looking at it. All the children could properly explain what they were seeing, however children at preoperational level offered the same answer with their own view (Crain, 2005).

Studies point out on the relationship between egocentrism and social communication. Children at preoperational stage, corresponding to Piaget, fail to understand the needs of the peers during verbal connections (Rubin, 1973). Because they look only from their own view, they are able to understand view of the individual getting together with them. They think that they could be seen from all over the place, every person see and notice them. A grown-up may observe a child as of this period sharing with that no person could see him/her while shutting his/her eye with hands.

Animism:

Piaget (1951) proposes that the child recognizes no boundaries between himself and the external world and it is expected that the child would see many nonliving and non acting things as living and conscious and he explains this happening as animism. In his publication "The Child's Conception of World", 1951, he recognizes the reason behind him to utilize the word "animisim". He allows that animism was term used for primitive human beings and responds the criticisms by revealing to that he had used that term as a universal term and emphasizing on the different types of animism in mental roots (Piaget, 1951).

Children at preoperational level have a notion that items are alive because they move and develop. For example, a kid may notify that "there aren't any cars on the highway, because they are sleeping". Piaget referred to animism inside four stages. Primarily children accepted useful things as living. As of this first stage cracked or damaged objects weren't alive for these people. At the next stage, moving items, whether are migrated by an exterior factor or by themselves, were considered as alive. In level three, to be classified as living, things should move by themselves. Last but not least, at the fourth level, people know that plant life and animals are living things only (Moriarty, 2005).

Irreversibility:

Going through a series of steps and after changing route is problematic for children at preoperational stage. Another well known test of Piaget shows that problem in a way that there are children shown 16 containers, 6 which are yellow and 10 of which are red. When children are asked whether red bins are definitely more or containers, children at this stage responds as red boxes and does not be aware of that both yellow and red containers are boxes. In his book "The Child's Conception of World", 1951, Piaget provides illustrations about irreversibility. You can find dialogues indicating their incapability such as, asking a child about her sister, the kid responds that she has a sister named A, then Piaget asks the child whether A has a sister or not, the kid responds that A has not a sister. (Piaget, 1951)

Inability to save:

Piaget propounds preoperational child's lack of conservation by applying experiments of fluids and quantity. He shows two same size spectacles to the children and fulls the spectacles with water. He asks children which of the water was more. All the children react that these were equivalent in amount. Then he places the water in another of the eyeglasses into another type of size goblet (wider or taller) and repeats his question. Children at preoperational stage tell they are now different. They have got not the ability to perceive that one physical top features of objects continue to be same, even their appearance changes (Santrock, 2004)

Based on experiments of Piaget, at the start of seven children begin to give the correct answer to the conservation exams. Before that time children implies at conservation however, not totally achieve it. They provide answers like you are more because it is taller and then change their answers the other the first is more because it is wider.

Besides, irreversibility of the kid can be concluded predicated on the conservation of liquid test. The kid cannot understand the outcome as a reverse of the original one.

Jean Piaget also experienced considered the failures of children from the linguistic point. Terms such as "taller", "more", "wider" takes time to be known. He advises ways to conquer that problem and tells adults to apply tests by using different phrases and building questions by using different words within a specific circumstance (Berk, 2003).

Piaget experimented conservation of children also with using quantity. A row of egg mugs and a bunch of eggs are given to children and they are asked to consider enough eggs to fill the cups. At the first 50 % of preoperational level children ignored the amount of eggs in the mugs and they made the same span with the rows. Children at the next 1 / 2 of preoperational stage made one-to-one correspondence. However, those children failed in the second question. Piaget then brought together the eggs and asked which ones was more and they could not act in response that they are still same. Most of them thought that the much longer was more in number. Piaget explains that sensation as been influenced by their abrupt perceptions than by reasoning (Crain, 2005).

Categorization:

In coordinating and stretching knowledge in cognitive development theory of Piaget, categorization will take an important place. Research workers declare that children start to make similar categorizations and form some categories with age two such as pets or animals, plants, and vehicles (Scholnick, Nelson, Gelman, Miller, 2008). Things or items in all of these categories have distinctions in perceptual characteristics, so a turmoil emerges with the primary idea of Piaget that children's reasoning is governed by the way they see and items appear. By age three children become in a position to make distinctions between basic and basic categories such as furniture versus tables. However, children at preoperational level cannot organize things into classes and subclasses based on their basic similarities and dissimilarities (Meadows, 1986).

It is argued that Piaget was partly right and partially wrong with his conclusions of preoperational stage. Analysts give simplified responsibilities for children and preschoolers reveal the beginnings of logical operations, however there are important dissimilarities between their reasoning and children at school age. Complications were seen in conservation tests, three mountains assessments and appearance-reality exams. Instead of perceptual methods to solve problems, children rely on increasing effective mental. In order to give an example, research indicate that children who have not the ability to use counting while looking at two sets of items, do not also conserve number. They commence to find effective solution ways for proms with an increase of things when they become capable of counting. Piaget states that, as much other psychologists admit, children undertake variety of levels of understating, although they don't totally deal with conservation up to university years.

The Concrete Operational Stage (7 to 11 years)

The starting of concrete operational stage is furnished by logical reasoning. That period is accepted as a significant turning point in cognitive development. The time that a child starts to psychologically resemble a grown-up starts off with attaining concrete functional stage. A school-aged child's cognitive performance is more visible in conditions of concrete operations. For instance an eight season of child's respond to conservation of liquid test is the fact that the amount hasn't changed and they are still same. This explanation of the kid also signifies the reversibility of the reasoning that the child has now the ability to understand that the change is the same with the original. Their ability to achieve conservation tasks point out their logical thinking (Richardson, 2003).

Between age ranges seven and ten, children take attention on relations between an over-all and two specific categories within the same case. Their awareness of classification gets developed. In middle child years period many children are interested in collections such as cash, stones, and stamps which show their degree of classification.

Children in the concrete functional stage are rather good at the use of inductive reasoning that involves going from a particular experience to a general rule, whereas children at this age have a problem with using deductive reasoning. Deductive reasoning includes using a general principle to look for the outcome of a specific event.

Seriation:

Seriation refers to the capability to arrange items along a quantitative dimensions. Purchasing sticks from different measures is one of Piaget's tests. Children at five and six years could create series but they made many problems. However, children at concrete procedure stage, by starting the shortest and putting the next, suggest a perfect set up with an orderly plan.

Children between ages seven to eleven have an ability called transitive inference which refers to psychologically arrangement of items. Piaget got exhibited children three stick to different colors. Children experienced detected that first stay is longer than second stick and second keep is much longer than third stick and they experienced made the inference that first stay is much longer than third stick. Children at concrete procedure stage emotionally integrate three relationships at once. Alternatively, preoperational stage children can perform analogical reasoning by encouragement of a grown-up (Meadows, 1989).

Spatial Reasoning:

The potential of understanding space is more developed in concrete functional children. School get older children begin to provide guidelines as they gain more complex space understanding. Children at five or six years indicate difference while representing an subject on someone's, before them, still left or right. Starting from seven get older children achieve mental rotations, that is, they can identify their own structure and of a person in an alternative path (Santrock, 2004).

While attracting large scale areas their performance indicate important changes representing their development of cognitive skills. In the middle amount of concrete operational stage children achieve to put notes showing the positioning of objects in their class. Their capacity to use a rotated map is increasing and also their map attracting become more accurate.

Research signify that concrete operational thinking has a limitation that while children are reasoning in a logical manner, these are always dealing with concrete knowledge. With abstract information, they cannot catch the achievement (Crain, 2005). When they are given ideas that not come in real life they are not able to reveal the same responds with concrete ones. That can be easily discovered from transitional inference that whenever children are shown the sticks they provide the correct responds whether which is smaller or taller than the others. However, when the questions considered a more concrete version such as "A's mane is much longer than B, B2 scalp is much longer than C. Who has the longest locks?", up to eleven years children cannot supply the right answer (Richardson, 2003).

Jean Piaget believed the importance of abundant and appropriate environment for the rate of concrete operational cognitive skills of children. Many research done in small cities or villages symbolize the lack of rich environment and its own results on children. Even easy and simple conservation tasks are not easily achieved until the years of eleven. On the contrary, many children living in big locations, especially Western nations, have many opportunities in terms of environment and from very young intervals of youth they talk with rich and assorted materials. Hence, they easily understand the conservation jobs. The same comparability had done between children obtaining a professional early childhood education and those that spend their early period at home or neighborhood. The conclusions indicate greater results of the kids carrying on a preschool program (Berk, 2003).

A survey had been made between Brazilian street distributors and Brazilian economically advantaged children on informal version and Piagetian version of category inclusion test of Piaget. Within the informal one, the researcher asks children for the price tag on two chewing gums which will vary. In the Piagetian one, four products of 1 type (mint) chewing gum and two models of the other (strawberry) one is defined aside and the researcher asks "In which one do you really get more money, whether you sell me the chewing gum with mint or all the nicotine gum?" The success of two groups children signifies difference that on the informal version of the conservation job street vendors performed better and on the other version financially advantaged children performed well (Ceci & Roazzi 1994, as cited in Berk 2003).

The Formal Operational Stage (11 Years and Elderly)

The child in sensorimotor period can do things and play with items, the child in sensorimotor period and concrete operational period can think and make reasoning about those items. Thinking about propositions and relations different from items and incidents is another period. Now human beings are bale to make coordinations of coordinations, quite simply, they can incorporate two different groupings of concrete businesses within reversibility by reciprocity (Richardson, 2003). In formal functional stage children do not require concrete things as things of thought.

Adolescents at this stage are capable of deductive reasoning. In order to overcome a challenge, they start more generally and think evaluate all possible factors and then check out more specific predictions.

Piaget used pendulum problem in that stage where he had revealed many strings with different measures, objects differing in weight, and to be able to hang the strings a bar to children. He asked the factors that will have an effect on the velocity with which a pendulum swings. Children in concrete functional level made an unsystematic experimentation. The affects of every variable cannot be distinguished by them. Adolescents of formal operational stage different the factors which have the probability to impact the rate into four groups; string's period, object's weight, the level of force when forcing the object, and how high the thing is lifted before it is released. At the end they appear to a right conclusion that the distance of the string affects the rate (Berk, 2003). They work systematically in conditions of all alternatives as a scientist.

Cognitive development theory of Piaget is mainly depending on mathematical and technological reasoning; however he has some speculations on social life of formal functional stage adolescents. Piaget feels that children between seven and ten stay in here and today, whereas at the formal operational stage they begin to think about long-term periods. They take care of abstract ideas such as justice and love plus they start to construct ideas for better living world (Inhelder & Piaget, 1955, as cited in Crain 2005).

Piaget identifies egocentrism again and believes that a new kind of egocentrism is transported by utopian during that period. Piaget considers and repeat the forms of egocentrism from starting to later cycles:

At the beginning, sensorimotor period, infants do not know bout the surroundings around them and they're egocentric, still the things that they cannot see haven't any existence independently.

At another level, preoperational thought, children type in a representative world in terms of vocabulary and icons. They show difficulty more than their own view. After a period they notice other perspectives and they commence to think about concrete items.

Finally, adolescents, formal operational period, talk with a world full of problems and alternatives. Adolescents feel unlimited power in themselves because of their thoughts and egocentrism reappears and they're now not in a position to distinguish do it yourself and others' abstract views. (Crain, 2005). Teenagers believe that they are at the centre of the environment plus they assume that everyone is considering them. They spend many hours in front of a mirror feeling anxiousness for the people's criticism about them. This is called as imaginary audience. Then with having a thought that many people are observing them, they begin to feel themselves special and unique and this is known as as personal fable.

Propositional Thought:

Adolescents need not refer real-life conditions and they are capable of analyzing the logic of propositions. Recently, they were assessing statements when these were concrete in the real world. Piaget didn't give an important role for vocabulary in youth period, but he thought that it was more significant during adolescence. So, verbal reasoning about abstract situations and occurrences is one of quite ideas in formal functional thought. Children' viewpoint about abstract conditions and their capacity while expressing those views are demo of the propositional thought. Theory and research of Piaget have greatly altered the view at infant action and thought and provided a fresh way of taking a look at children (Fischer & Heneke, 1996).

Evaluation of Piaget's Theory

Jean Piaget has added to the field of child development than a great many other theorists, as many things he indicated were the first for his time. He was the first to notify that children were different from adults and they are curious and productive learners (Berk, 2003). Piaget is the founder of self-discipline of cognitive development. He was enthusiastic about reasoning of children and this ensured the idea of that field would be developmental and really should vary from the study of adult thinking. Piaget's considerations through the idea about active assignments of children on the development is seen as obvious just lately, but it was ground breaking for his time (Shaffer & Kipp, 2001).

Piaget tried to explain the process development and from that part he was one of the firsts who not only described the idea. Piaget's explanations got a major impact about cultural and emotional developmental theories. By requesting many questions about intellectual development of children and creating thousands of learning resource for that field, he previously important efforts for the teachers and researchers (Shaffer & Kipp, 2001).

Many studies criticize Piaget for underestimating mental capacities of children scheduled to his concern with defining the fundamental cognitive framework which considered performance of children on the conservation activity. Piaget is criticized as assuming that child making mistake in a single problem will lack the root concepts he was screening. Validity of this assumption is refuted by proclaiming that performance of a kid may be inspired by many other factors instead of lack in cognitive skills (Scholnick et all, 2008).

Researchers have challenged stage theory of Piaget by requesting if intellectual development is at all stagelike. It is suggested that transitions in mental slowly but surely happen and the regularity of a performance of a kid in a test would be hardly any. For instance, problems of concrete businesses and problems of formal operations may be achieved in different purchases by many children with different talents. Many theorists think that cognitive functions are so intricate that would be evaluated in a stage manner. For instance, a nine years old child can do well on verbal reasoning tests if he likes to deal with word puzzles and play verbal games, however he may not prosper in mathematical reasoning (Shaffer & Kipp, 2001).

Besides, Piaget ignores ethnic differences while professing that his periods move on a single sequence in every ethnicities. Children from different cultures are educated diversely and a s environment has a primary interaction with cognitive development, social differences should be studied into account to get a valid conclusion.

Implications for Education

Piaget did affect much from Montessori and Rousseau and emphasized on the importance of active learning of children. He assumed that learning is a process of active finding and should be related with the amount of the kid. The role of educator at providing the child appropriate and abundant environment based on child's pursuits and methods of learning requires significant put in place terms of motivating innate curiosity of children. An environment with wealthy, variety, and interesting materials will encourage children to find and become lively learners (Crain, 2005).

According to Piaget educators should not educate children in a direct way, children should be permitted to develop their own knowledge through experience. Children should be given the opportunities to make flaws and learn through those faults, to check out solution ways. Piaget helps educators to be aware of that, meaningful relationships of children with environment and real activities will allow children to learn. All of those factors will be the root base of constructivism which is an approach built by Piaget which is been still found in many educational associations (Richardson, 1998).

Moral Development Theory of Jean Piaget

Piaget asked questions for children about their marble game titles, presented them moral dilemmas, and investigated their knowledge of justice. One of the questions he asked includes two situations; in the first, there's a boy knocking more than a tray of 15 mugs when arriving to the dinner he was wanted, in the other situation you can find another young man breaking a glass when he was getting from the cupboard. Piaget asked for the naughtiest one and asked for his or her reason. Children's answers completed Piaget construct the moral development theory including a premoral period and two phases (Sigelman & Rider, 2006).

Premoral Period: Children of preschool children have no idea of or indicate just a little awareness of population rules. Piaget will not consider those children as moral beings.

Heteronomous Morality: Children at concrete functional level, that is between seven to eleven, know about the rules and feel that they are placed by parents and other authorities in support of they can change them.

Autonomous Morality: Last stage of moral development starts with the age range of ten or eleven. They consider rules as preparations between humans to be able to reside in peace. Those rules can be transformed based on the precise situations that arise between human beings. While they are really judging anything, they take attention on the goal of the individual and they largely answer the dilemma of the son given above as the first one was naughtier that he had misbehaved and they consider the second boy a proper intended (Sigelman & Rider, 2006).

Piaget claims that cognitive skills and cultural activities are highly important on the process of phases in moral development. Egocentrism can be an important factor on thinking of the youngster. They have got not the capability to look from others' perspectives and that time is related to their view of guidelines. So, children at prior ages are typically focus on the final results of the situations, whereas more aged ones take attention on the intentions.

Moral Classrooms, Moral Children: Building a Constructivist Atmosphere in Early Education is a booklet written by Rheta De Vries and Betty Zan in 1994 including a modern-day adaptation of Piaget's theory for moral development of young children (Nucci, 2008.

Avoiding expiatory sanctions/punishments

Encouraging children's ownership of rational consequences

When children suggest a effect that is too severe, asking the wrongdoer to state how he or she feels, and support this feeling

Verbalizing the cause-effect relationship when natural effects occur

Offering opportunities for restitution

When exclusion is invoked, opening the way to reinstatement

When children exclude others, supporting the excluded child discover a way to reenter play and improve peer relations

Avoiding indefinite results are rules for applying constructivist alternatives to discipline in their book. (Nucci, 2008)

Social Exchange Theory of Jean Piaget

Social exchange theory of Piaget is rooted on Durkheimian conception of communal exchange, quite simply, it is not based on inexpensive model, is based on morality. Many of the social exchange ideas are rooted on the average person desires to optimize his profit. Piaget thinks in a different way and does not assume that own interests of people should not based on the idea of traditional capitalism or the basic principle of reciprocity, alternatively it ought to be based on inter-personal interactions. At that time a bottom line can be stated that his public theory is not individualistic.

Meadows, Sara. Understanding Child Development.

Florence, KY, USA: Routledge, 1986. p 69.

http://site. ebrary. com/lib/metu/Doc?id=10017785&ppg=70

Tracey, Diane H. Lenses on Reading : An Benefits to Ideas and Models.

New York, NY, USA: Guilford Press, 2006. p 55.

http://site. ebrary. com/lib/metu/Doc?id=10172300&ppg=73

Richardson, Ken. Models of Cognitive Development.

London, GBR: Psychology Press, 1998. p 124.

http://site. ebrary. com/lib/metu/Doc?id=10056019&ppg=135

Copyright ? 1998. Psychology Press. All privileges reserved.

y Rheta DeVries and Betty Zan. That is an excerpt fromMoral Classrooms, Moral Children: Building a Constructivist Atmosphere in Early Education, New York: Teachers College press, 1994. These guidelines are ones that stem from a developmental approach to early education.

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