Piaget s Theory Of Cognitive Development - 1325 Words

Jean Piaget developed a systematic study of cognitive development. He conducted a theory that all children are born with a basic mental structure. He felt that their mental structure is genetically inherited and their learning evolved from subsequent learning and knowledge. Piaget’s theory is different from other theories and he was the first to study a child’s learning by using a systematic study of cognitive development. His theory was only concerning the learning of children, their development and not how they learn. He proposed stages of development marked more by qualitative differences than by a gradual increase in number and complexities of behavior or concepts. His goal for his theory was to explain the mechanisms a child uses from the infant stage to the growing child who develops into a thinking and reasoning individual when reasoning and using hypotheses. His theory was that cognitive development was how the brain reorganized mental processes over time d ue to biological maturation and the experiences they have in an environment. The three basic components to Piaget’s cognitive theory is schemas, adaption processes that allow the child to transition from one stage to another, and the four different stages of development: sensorimotor, preoperational, concrete operational and formal operational. According to Piaget, schema is the basic building block of intelligent behavior. Schema is used to understand and respond to situations and it’s a person’s way ofShow MoreRelatedPiaget s Theory Of Cognitive Development1289 Words   |  6 Pagesare many great cognitive theorists, but the one that comes to mind is a development psychologist by the name of Jean Piaget. One of his prized declaration was in 1934, where he declared that education is capable of saving our society from collapsing whether its violent or gradual. Piaget had a key effect on education and psychology, and because of that effect he made many contribut ions to learning and to cognition. One of most important contribution was a model that was made by Piaget. This modelRead MorePiaget s Cognitive Development Theory1077 Words   |  5 PagesAccording to Piaget (1957), cognitive development was a continuous restructuring of mental processes due to varied situations and experiencing the world and maturing biologically. His view of cognitive development would have us look inside a child’s head and glimpse the inborn process of change that thinking goes through. â€Å"He was mainly interested in the biological influences on â€Å"how we come to know’† (Huitt and Hummel, 2003). Piaget’s views helps us to have appropriate expectations about children’sRead MorePiaget s Theory Of Cognitive Development1813 Words   |  8 Pages ECH-130 Sociocultural Tables LLlllll Cognitive Development Definition Examples of Application of Concept Strategies to Support and/or Assess Learning Birth to Age 5/Pre-K Piaget Sensorimotor stage: :the first stage Piaget uses to define cognitive development. During this period, infants are busy discovering relationships between their bodies and the environment. Researchers have discovered that infants have relatively well developed sensory abilities An infant who recently learned how to rollRead MorePiaget s Cognitive Theory And Cognitive Development1494 Words   |  6 Pages 1) Examine how Piaget’s cognitive theory can help to explain the child’s behavior. Piaget confirms â€Å"Each cognitive stage represents a fundamentally new psychological reorganization resulting from maturation of new functions and abilities† (as in Greene, 2009, p.144). The case Vignette describes Victors’ stages of development through Piaget’s stages of cognitive development as exhibited behavior that occurred during the sensorimotor, preoperational, as established areas. Victor experienced a normalRead MorePiaget s Theory On Cognitive Development1449 Words   |  6 Pagesstrengths and weaknesses of Piaget’s theory on cognitive development. It will focus on Piaget’s work highlighting positive attributes and how they’re being applied in modern day and also delve on key limitations of the theory. Piaget was a Swiss psychologist who was interested on why children would give similar but wrong answers in an intelligence test (Vidal, 1994). Based on his observations, he concluded that children undergo sequential cognitive d evelopment patterns which occur in defined stagesRead MorePiaget s Theory Of Cognitive Development969 Words   |  4 Pages20th century, the development of psychology is constantly expanding. Erikson and Piaget are two of the ealier well known theorist, both being significant in the field. Their belief s are outlined in Piaget s Cognitive Development Theory and Erikson s Psychosocial Development Theory. These theories, both similar and different, have a certain significance as the stages are outlined.Erikson and Piaget were similar in their careers and made huge progressions in child development and education. WithRead MorePiaget s Theory Of Cognitive Development1519 Words   |  7 Pagesrelates to both Piaget and Vygotskian theories in the sense that they describe how the child s mind develops through different forms of stimuli that occur during early childhood. Piaget s theory focuses mainly on things such as; how children think; how the world around them is perceived and how th e newly found information is explained through the language they use. Vygotsky s theory however differs as the effects of different forms of social interaction occur in cognitive development such as; internalisation;Read MorePiaget s Theory Of Cognitive Development1111 Words   |  5 PagesPiaget’s theory of cognitive development Piaget’s theory of cognitive development was based around his belief that children will develop their intelligence through a series of stages: Sensorimotor (birth – 2yrs), Preoperational (2-7yrs), Concrete Operational (7-11yrs) and Formal Operational (11+). He believed these stages to be invariant, the same stages taking place in a fixed order, and universal, the same for every child regardless of their background or culture. (McLeod, 2015) Piaget believedRead MorePiaget s Theory Of Cognitive Development Essay1790 Words   |  8 PagesCognitive developmental theories provide a framework for understanding about how children act and perceive the world. However, every theory has both strengths and weaknesses. A certain theory may explain one aspect of cognitive development very well, but poorly address or completely ignore other aspects that are just as important. Two well known theories of cognitive development are Piaget’s stage theory and Vygotsky’s sociocultural theory. As I plan to be a pediatric nurse, these two theories willRead MorePiaget s Theory Of Cognitive Development Theory745 Words   |  3 PagesPiaget s Theory of Cognitive Development Numerous papers have been written on Piaget’s Theory of Cognitive Development Theory. Most fall short of helping others understand what exactly Jean Piaget means when it comes to the three basic components to Piaget’s Cognitive Theory. These two articles I have chosen to use in this paper, give the best explanation on his theory. This paper will go into detail on the key concepts of Piaget’s Cognitive Theory and hopefully help others understand in its

The Role Of The Teacher s Managing Behavior With...

Behaviour stems from children actions and decisions, adults use discipline to help children make appropriate decisions about their behaviour (Hayes, 2009). This assignment aims to focus on the role of the teacher in managing behaviour with reference too, teacher-pupil relationships and the way they impact both positively and negatively on individual children, learning through reinforcement/rewards and how they influence children to behave in a particular way, rules and structure in order for children to be more comfortable in their school environment. The teacher is the key person for managing behaviour, the steer report (2005, page 22) cited in (Adams, 2010) states that consistent experience of good teaching promotes good behaviour. However schools also need to have positive strategies for managing pupil behaviour that helps pupils understand their schools expectations. Learning through reinforcement is an effective method of managing behaviour, as everyone knows children love to be rewarded and praised ‘It is recommended that something positive is said to each child at least once a day and that the whole class is praised which is used to motivate the class towards achieving a specific behavioural goal’ (Grigg, 2010). If children show a favourable behaviour then they will be given something they desire (positive reinforcement) if children display unwanted behaviours then they will have something positive taken away from them (negative reinforcement), consequently allShow MoreRelatedQualities of an Effective Teacher2093 Words   |  8 PagesWhat it means to be an effective teacher Introduction An effective teacher is someone who increases the understanding of a pupil. Effective teaching is the ability of providing instructions to students of varying abilities while incorporating instructional objectives and assessing the effective education form of students. In the evaluation of performance, efficiency on the lesson plan and technique of delivery forms form part of the criteria taken into consideration. The teachers practices thatRead MoreStrategies for Promoting Positive Behaviour According with the Policies and Procedures of the Setting17778 Words   |  72 PagesCHILDEN AND YOUNG PEOPLE’S BEHAVIOR 1.1 SUMMARISE THE POLICIES AND PROCEDURES OF THE SETTING RELEVANT TO PROMOTING CHILDREN AND PEOPLE’S POSITIVE BEHAVIOUR When managing pupil’s behavior, all staff will need to be aware of school policies. The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’sRead MoreEssay about The Common Problem of Absenteeism in the Field of Education2505 Words   |  11 PagesThe Common Problem of Absenteeism in the Field of Education Absenteeism is a common problem encountered by teachers and others who work in the field of education. There are many reasons why some children fall into a pattern of repeated absence from school. In a number of cases, willful absence can be traced to an alienation from schooling due to poor achievement, family circumstances or behavioral causes. In some cases, parents or children simply defy the requirement to participate. This areaRead MoreField Study Episode 39378 Words   |  38 PagesEpisode 3 CLASSROOM MANAGEMENT AND LEARNING Name of FS Student: Shiena Mae T. Openia Course: BEED Year and Section: III Resource Teacher: Mrs. Perlita Celocia Cooperating School: Bato Primary School Your Target At the end of this activity, you will gain competence in managing time, space and resources to provide an environment which is appropriate to the learners and conducive to learning. Your Map To reach your target, do the following tasks: Your Tools 1Read MoreSchool Management12126 Words   |  49 Pages ANS 1 – Definition of School Management The term ‘management’ encompasses an array of different functions undertaken to accomplish a task successfully. In the simplest of terms, management is all about ‘getting things done’. However, it is the way and the process of how one achieves ones target or goals and it is in this respect that management is considered an art and a science as well.   Management comprises  planning,organizing,  staffing,  leading  or directing, and  controlling  an  organization  (aRead MoreGuidance and Counselling Thesis8290 Words   |  34 Pagesorientation to guidance dominated professional training and practice in our schools. The focus was on a position (counselor) and a process (counseling), not on a program (guidance). Administratively, guidance, with its position orientation, was included in pupil personnel services along with other such services as attendance, social work, psychological, psychiatric, speech and hearing, nursing, and medical (Eckerson Smith, 1966). The position orientation had its beginnings when guidance was first introducedRead MoreUnit 302 Schools and Organisations Essay examples4715 Words   |  19 PagesIn the UK all children aged between 3 and 4 years have the right to receive the minimum of 15 hours education which can be used between 3 and 5 days per week. There are many ways that this can be pro vided. * Nursery schools These are stand alone schools for children ages 3 to 4 years old. Some have their own head teacher and trained nursery staff, and may be state funded; however there are also privately run nursery schools. * Nursery classes These are attached to a primary school and usuallyRead MoreThe Learning Theories of Skineer, Brunner and Maslow.4710 Words   |  19 Pagesthe knowledge of how we learn, how are we to understand its importance for learners and their abilities to grasp the information being given? This definition of learning implies three objectives: 1. that learning must change the student in some way; 2. that this change comes about as a result of experience; 3. that this is a change in the student’s potential behaviour; Cohen et al. (2003:15) I intend to explore three theories of learning - the behaviourist approach of Frederic SkinnerRead MoreFactors Affecting the Low Performance in National Achievement Test of Grade 6 Pupils6433 Words   |  26 Pagesoutcome.   6.Auditors must be avoided as they can cheat you very easily if you are a duffer in maths.   7.All the constructions on earth require mathematics. Wherever you go, whatever you do, you are using math daily without even realizing it. Sure teachers, parents, and adults tell students this on a regular basis. But, what do they know? Have you honestly thought about how math is involved in your everyday? If you take twenty minutes to ponder the notion of math in your life, you might just startRead MoreThe Path Towards The Completion Of This Dissertation9598 Words   |  39 Pagesare truly a remarkable person, and I am so glad you are in my life. I would also like to thank Dr. Rebecca Wood, Dr. Keena Inman, and Dr. Tammy Stewart. Thank you for your encouragement and support. I also would like to thank the principals and teachers of Cumberland County who participated in this study for their openness and time. As I share my findings, I hope others see what an amazing group of educators Cumberland County truly has. A very special thank you to Marti. Without your help and

Look closely at Jonathan Harker Essay Example For Students

Look closely at Jonathan Harker Essay There is also a man in the carriage with a strange mask on. The mask is made up of coins. In the past people used to put coins on the eyes of dead people to keep out spirits this conveys the idea that the people know something is un-natural about the area. The lady hands something to Jonathan. An insert shot shows what the lady handed to Jonathan. A crucifix, to protect from evil spirits, then we see a reaction shot where Jonathan looks confused. Then we hear a foreign voice say something that we dont understand, a subtitle on the bottom of the screen says, For the dead travel fast This means that although Jonathan isnt dead, he has travelled fast like a dead person would. The director had the lady say this to create the impression that Jonathan is in some sort of danger. Then the masked man slams the door shut and the driver makes a noise urging the horses to move. A long shot/ straight angle shot of Jonathan makes him seem small against the surroundings and very vulnerable. A long shot/ high angle shot of a wooden post, marks his journey. We hear wind in the background followed by a clash of thunder. Then we see Jonathan looking at the sky or the post, we cant tell which one. We hear a screeching noise which gets louder until we hear a crash of thunder and lightning lights up the face of the creature on the post, which I think is a bat that could be connected with Dracula but others say it is a wolf. The creature on the post could be warning people to stay away. That entire scene creates tension; again leading us to believe Jonathan is in danger. A wolf jumps from the middle of the screen toward the left of the screen. The close up/straight angle shot of the wolf makes it seem very dangerous. The main light is from the wolfs eyes and again it is an eerie blue light reminiscent of lights earlier in the scene. We can hear the wolves howling and growling at Jonathan. The growling becomes more constant. Then a coach comes towards him and it shocks him, but you dont hear it until the last second. The carriage looks like a funeral cart and is being pulled by four jet-black horses that appear to be floating. There is a mysterious figure driving the carriage. Under the coach we can see swirling mists that gives us the impression that the horse and carriage is un-natural. Then we see a medium shot/ straight angle shot of the driver. He is wearing a cape with a large collar. His coat overlaps like armour or scales giving the audience the impression that the driver may not be human. A hand reaches out for Jonathan and the camera moves and focuses in on Jonathan. The only light is from an oil lamp in the carriage. The hand reaches out for Jonathan. It is very long and unlike anything human. While the hand is reaching out for Jonathan, he looks very stunned and stands motionless. The hand rests on his shoulder and grabs him. Instead of guiding Jonathan into the carriage, it appears that the driver just picks Jonathan up and puts him in the carriage. The door shuts itself, which is weird. The next shot is a reaction shot. Jonathan looks pale and the only source of light is from Jonathans face. We hear a crack of a whip and the horses neigh. The driver is wearing a helmet that is shaped like a bird or it may not be a helmet. Jonathan then looks up at the driver and says Driver, is the castle far? Jonathan gets no reply from the driver. Instead the driver replies with a grunt. .ua15d94e0f61f12b5f0c5c8358b06dc45 , .ua15d94e0f61f12b5f0c5c8358b06dc45 .postImageUrl , .ua15d94e0f61f12b5f0c5c8358b06dc45 .centered-text-area { min-height: 80px; position: relative; } .ua15d94e0f61f12b5f0c5c8358b06dc45 , .ua15d94e0f61f12b5f0c5c8358b06dc45:hover , .ua15d94e0f61f12b5f0c5c8358b06dc45:visited , .ua15d94e0f61f12b5f0c5c8358b06dc45:active { border:0!important; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .clearfix:after { content: ""; display: table; clear: both; } .ua15d94e0f61f12b5f0c5c8358b06dc45 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua15d94e0f61f12b5f0c5c8358b06dc45:active , .ua15d94e0f61f12b5f0c5c8358b06dc45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .centered-text-area { width: 100%; position: relative ; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua15d94e0f61f12b5f0c5c8358b06dc45:hover .ctaButton { background-color: #34495E!important; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua15d94e0f61f12b5f0c5c8358b06dc45 .ua15d94e0f61f12b5f0c5c8358b06dc45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua15d94e0f61f12b5f0c5c8358b06dc45:after { content: ""; display: block; clear: both; } READ: English Coursework Essay ConclusionMaking the audience think that the driver is not human. The director chose to do this to show that no human would go there. The driver is shrouded by mist so we cant really tell, what he is. Then we go back to a close up shot of Jonathan looking down at a precipitous mountainside. On the mountainside, rocks and stones are falling down and the wheels of the carriage are extremely close to the side of the cliff. The director chose to do this to show the instability of the cliff face. During the scene, we can still hear the horses moving and rattling and the neigh of the horses. Then we see a close up of Jonathan back in the carriage where he looks concerned. We then see a large castle, which looks like someone sitting on a throne, watching over the landscape. The director chose to do this to show Dracula has some power. We can see the horses approaching the castle. The next scene is where the horses are just arriving at the castle. Blue rings rise from the ground as the horses enter the castle grounds. The rings look and sound like a rush of gas or electricity. We see a shot through the rings, of the horse and carriage. We get the impression that Dracula is strange because he has strange things about him: The eerie blue light, the eye watching Jonathan and the castle shaped like somebody sitting watching over the landscape. Then we see a close up of Jonathan looking at the rings with a look of curiosity on his face. Then we can hear the mechanism of the gates as they start to close. The gates appear to look like claws, closing and trapping Jonathan in. Then there is a clash as the gates go together, followed by a period of silence in which the audience is left to ponder what could be in store for Jonathan. In this assignment I looked at Jonathan Harkers journey to Draculas castle. I looked at how Coppala created a sense of danger around Jonathan by using camera angles, background music and special effects. The director uses lighting, wolves and an orange sky to make the audience think Jonathan is in danger, and an eye, which seems to be watching Jonathan on numerous occasions throughout the clip. The eye in the peacocks feather, the eye on the map and the eye when hes on the train are just a few of the incidents, which create a sense of danger. I think that Coppala does a good job in creating the sense of danger because the audience still thinks something is not right about Jonathans journey. At the end of the clip Coppala uses the claw shaped gates to give us the impression that Jonathan is trapped which I think is very effective.

Telecommunications In Korea Essays - Verizon Communications, Chaebol

Telecommunications In Korea INTRODUCTION Telecommunications is a tool providing information services to both private and public sectors. It is highly involved in society and helps a society grow and flourish. It affects the ideals and trends of a society and, thus, is a very important factor in a growing country. With an area of 99,019 square kilometers, and a current population of 44.6 million people, the Republic of Korea is a great challenge to connect through telecommunication tools and projects. Even with such a great expanse of land and peoples, Korea has succeeded in becoming the eighth most advanced country in telecommunications. There are 337 telephones per 1000 people with an annual growth rate of 15.6% for residential subscribers, 10.1 % for commercial subscribers and 245 for leased line data services. Thus, the question of how Korea accomplished this in just a little over a decade comes to mind. In this paper, I will give an overview of the developments of the Korean telecommunications industry. Then through other literary sources along with the telecommunications background information, I will show how the Korean Governments practice of deregulation and liberalization has spurred on competition and, henceforth, progress in the Korean telecommunications industry. CHAPTER 1: History of Telecommunications The first form of telecommunications in Korea began in 1885 with the first telegraph which linked Seoul and Inchon which were located 35 km apart. The periods of telecommunication development can be divided into three stages. In the first stage, 1885 to 1961, there was limited telegraph and telephone service available. They were mainly for official business service. The Japanese occupation from 1910 to 1945 and the Korean War from 1950 to 1953 stagnated telecommunication progress (Lee et.al 1). Only 120,000 telephone lines were installed in this period, supplying a minimal fraction of 0.4 phones per 100 persons. In the second stage, 1962 to 1981, significant progress in telecommunications occurred. The government improved basic communications facilities by connecting rural areas by phone and by creating training centers for telecommunication employees to keep the phone lines running smoothly. Telephone subscriber lines increased to 4.1 million lines offering 8.4 phones per 100 people. More importantly, long-distance telephone calling circuits were boosted from 1,177 to 88,571 circuits, while international calling circuits were increased from 12 to 274 (Lee, et. al 2). During this period, the government installed the micro-wave network in 1967 and the scatter transmission network between Japan and Korea in 1968. The first two satellite earth stations were built during this period. In addition, a coaxial cable was installed to bring an automatic telephone call service between major cities. In 1979, the electronic switching system (ESS) was introduced to aid with the increasing number of phone subscriptions. The third stage, occurring from 1982 to the present, illustrates a huge and dynamic change in the telecommunications industry. First, in 1982 to 1986 an addition of 6.2 telephone lines were installed. Within this period, the participation of Korea in the Asian Games and the 1988 Olympics placed telecommunications at a high demand. With the 10th Asian Games in 1986, an integrated automatic switching system was introduced. The capability to install telephones immediately upon request became available. The 1988 Olympics brought the idea of launching Korea's own satellite in mind. Although a satellite was not launched during this period, it made the idea more of a future plan. Government Policies and Telecommunication Companies The development of Korea's information society cannot be separated from the development of the Korean government policies. This is because all telecommunication sources were once controlled by the Korean government. Then as years went on, the government loosened its reigns for other private and publicly owned companies to develop telecommunication products which they could themselves market. This decrease in government control resulted to a more competitive environment where progress prospered. In the early 1980's, the Korean government Ministry of Communications (MOC) restructured the public telecommunications sector which led to the transfer of government operated telecommunications to a public corporation, Korea Telecommunication Authority (KTA) (Seo 154). Later in 1982, telecommunication powers were also given to a private company entitled the Data Communications Corporation of Korea (DACOM). This was a turning point for the telecommunications industry. Now the government did not have total control over the industry. More importantly, later