I will pay for the following essay Piagets Cognitive Development. The essay is to be 5 pages with three to five sources, with in-text citations and a reference page.Download file to see previous pages

I will pay for the following essay Piagets Cognitive Development. The essay is to be 5 pages with three to five sources, with in-text citations and a reference page.

Piaget’s Cognitive Development

The scenario in Mrs. Arling’s class shows how children’s cognitive thinking are different from that of an adult’s. Their knowledge and belief is based on what they see rather than what the facts are. This does not mean that they are wrong rather their understanding is structured differently from that of an adult’s. Using Piaget’s theory of cognitive development, we can see where the children base their understanding and beliefs from. Children have their own schema, or cognitive representation of things. This is based on how they get something out of the action or behavior. We can see this in their insistence that two small brownies are more than a bigger brownie, regardless of the size or weight of it. They see it numerically, since two are more than one, then the classmate with two small brownies have more than the rest of the class who had just one big brownie. When Mrs. Arling cut all of the brownies into two, regardless of the shape, everyone is happy since everyone believes that now they all have a fair share of two brownies. These kindergarten students are at their preconceptual stage, which limits their thinking focusing on the self, egocentrism and representation, animism. They have a difficulty understanding the explanation of their teacher according to factual and mature form because their perspective is based on their own view of the world (Oakley). At this stage, children also form a perspective that inanimate objects have feelings and because of egocentrism they cannot understand yet why inanimate objects cannot feel anything since they are able to feel emotions(Oakley). Children believe that since they are feeling something, these inanimate objects, their favorite toys, can also feel the same things because they think of them as companions and friends. Suggestions To improve the children’s understanding of things, Mrs. Arling can create an environment of role play. With this, the children will be able to put themselves in another’s shoes, thus, expanding their perspective of things and experiences (Oakley). Since the children are at the stage of learning that the world can be different from how they view it, it is important that they are not bluntly reprimanded that they are wrong in their thinking. It is good to show them things, maybe even repeatedly, for them to understand it. This is more effective if the teacher uses things that they use or see normally, like food, candies, toys and such. Mrs. Arling can also help the children mature by slowly bringing them out from the animism perspective by creating different pictures of the inanimate objects that the children use. For example, she can use Teddy in a puppet show while showing the kids that they can also make the bear sing, dance and speak, allowing them to think and feel that they are the ones controlling the toy not the other way around. Case 11: Classical Conditioning Mr. Robinson is handling a class of teenage students, with a developing emotional understanding of love and relationships. When Mr. Robinson discovers that one of his students is occupied with something other than the lesson for the day, he announces it to class bringing embarrassment and anxiety to the girl. And because the girl is embarrassed, she feels physically and psychologically sick when she thinks about the class and her teacher, thus, avoiding the class by staying at home and skipping class. Analysis At this stage, children are preoccupied with their anxiety over attraction to another person.