Piaget’s Human Development Theory

The human development theory by Jean Piaget is among the mainly advanced theories explaining childhood cognitive development. This theory has the capability of being utilized in designing and implementing educational strategies aimed at a second grade kid, a 31 year old adult master’s learner and a 68-year-old retired adult participating in a personal enrichment course.

Piaget’s theory

The Piaget’s developmental theory states that children do not just absorb information but rather they additionally integrate and transform their perception according to the things they are taught (Livingston, 2012). Kids learn by discovery. Piaget disregards learners who remain in a passive state when the tutor is active (Schunk, 2008). Therefore, educators should support kids in the process of generating insights along with adopting innovative thinking skills.  Piaget’s human developmental theory comprises of cognitive phases. Children at all times observe and question. According to Piaget, children grow based on their interaction among their surrounding and genetics.  The kids explore and start to understand through more compound ways they continue to mature (Livingston, 2012).

When designing and adopting a studying strategy for a second grade learner, the designer  according to Piaget should take into account that at this stage kids learn more by visual or physical experiences, thus visual representations along first hand experiences are vital. In addition, kids also learn effectually by internal motivation as compared to memorization (Livingston, 2012). Generating and adopting material that is interesting or presenting it in a way that inspires them in order to awaken the kid’s motivation. Additionally, at this phase, the designer may initiate sophisticated clarifications along with predication (Schunk, 2008). Second grade learners usually start to decipher abstract problems in an early age, taking into consideration that they also gain greatly from real-world examples. Thus, learning activities require including challenges involving classification, location along with ordering by use concrete objects.

Whilst designing and adopting studying strategies aimed at a 31-year-old learner who is completing his or her master’s degree in the university, according to Piaget, the designer should take into account that similar to the kid, the adult student requires internal motivation as compared to memorization (Schunk, 2008). Adults in addition require creating a connection linking what they know along with the course material in addition to reflecting that information is significant for the adult student (Livingston, 2012). This learner will remain greatly engaged with the course material if they are able to relate the material. According to Piaget the masters student can never assimilate knowledge till they become cognitively ready. Further, the instructional designer ought to consider the adult learners cognitive maturity. 

Finally, in designing and adopting studying strategies aimed at a 68 year old learner involved in a personal enrichment program in preparation towards a Peru tour, Piaget, the designer should consider the learner’s inner motivation (Livingston, 2012). This student is already motivated since they have already booked the trip. The designer’s duty is to create a connection linking the learner and the material being studied. The 68-year-old learner probably will mainly be adequately cognitively developed and able to intake the information as offered. Since this leaner is mature the course material can be initiated in a mature and professionally (Schunk, 2008).

This theory assists all instructional designers and implementers comprehend how individuals learn all through their life along with the strategies, which correlate with separate life stages and cognitive phases. Additionally, the theory makes it easy to present particular material that will stimulate and motivate every learner.

References

Livingston, D. (2012). The impact of Piaget’s learning theory on adult education. Retrieved from http://cognition-perception-senses.knoji.com/the-impact-of-piagets-learning-theory-on-adult-education/

Schunk, D. (2008).  Learning theories: An educational perspective (5thed.). Englewood Cliffs,NJ: Prentice-Hall.