As you remember from chapter 5 preoperational

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: s provided in Figure 9.1 (appears at the end of the chapter) are very consistent with a constructivist view of learning,. Piagetian theory and DAP. Piagetian stage theory has historically been important in determining the types of learning experiences that are 44 developmentally appropriate for students of different ages. For example, Piagetian theory suggests that there are developmental constraints on students’ thinking, particularly in earlier stages. As you remember from Chapter 5, preoperational children’s logic is characterized by egocentrism, centration, and irreversibility, while Piagetians believe that abstract reasoning is difficult for students in the concrete operational stage. Developmentally appropriate instruction based on Piagetian stage theory would account for these constraints. In the case of concrete operational students, for example, the suggestion has been made to postpone science learning that requires inferential reasoning about a series of complex variables until adolescence (Stone, 1996). However, connecting Piagetian theoretical constructs and instructional design has had some problems. First, even developmentalists recognize that it is difficult to make assumptions about an individual student’s cognitive development purely on the basis of her or his age (Bredekamp, Knuth, Kunesh & Shulman, 1992; Kostelnik, 1993; NAEYP, 1996c). Students in the same age cohort vary widely in terms of their cognitive development, possibly making a lesson designed for students at a particular stage inappropriate for some and appropriate for others.. Second, it is difficult to infer cognitive development directly from students’ performances on various tasks designed to assess Piagetian development. Children often have better capabilities than they show on these 45 tasks (Gelman & Baillargeon, 1983; National Association for the Education of Young Children, 1996a; Stone, 1996; Siegler, 1991). Accurate assessment of Piagetian stage development is difficult, making it problematic to use these data to plan instruction....
View Full Document

This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

Ask a homework question - tutors are online