Evaluation of Perspectives

Running Head: PIAGET’S CLASSROOM        

Evaluation of Principles on Ann M. Bingham-Newman and Ruth A. Saunders’ Article: “Take a New Look at Your Classroom with Piaget as a Guide”

Jennifer L. Bradford

The University of Tennessee

Educational Psychology 210

        In Ann M. Bingham-Newman and Ruth A. Saunders’ (1977) article, “Take a New Look at Your Classroom with Piaget as a Guide,” the two women analyze children’s intellectual development and a teacher’s role in it from a Piagetian view. They point out several principles from Piaget’s theory that provide a basis for classroom atmosphere, curriculum development, and teacher role. Dr. Bingham-Newman and Saunders (1977) believe that Piaget’s conclusion that logic develops is his most important.

Principles of Development

Learning is an Active Process

        Dr. Bingham-Newman and Saunders (1977) state that “thought is the internalization of action” (p. 63). Teachers create an environment and provide materials and equipment, enabling the child to interact with the environment. The child should be able to explore and manipulate materials of the surroundings (Bingham-Newman & Saunders, 1977). My own personal experience has led me to agree with Bingham-Newman and Saunders. In experiences where there was an enriched environment, learning comes so much easier. The participants were less likely to grow bored and impatient, and as part of the enriched environment, teachers offered a higher amount of motivation. In experiences that involved a teacher just teaching for the paycheck and poor surroundings, there seems to be a lack of desire to learn and little motivation from the teacher. Enrichment and motivation just have to come from other places, such as home or an education center. Sadly, some families do not have the resources to ensure a positive learning center.

Fixed Sequence in Development with Individual Variations

        The second principle of Piaget’s theory, according to Dr. Bingham-Newman and Saunders (1977), is that the steps of development are in a fixed sequence and individuals will proceed at varying paces. By knowing these steps, instructors are able to know a child’s limits and what to anticipate in the future (Bingham-Newman & Saunders, 1977). I agree that knowing the steps and characteristics of Piaget’s Stages of Development is helpful; however, with classroom sizes and policies today, it is harder for a teacher to analyze every child’s position, accomplishments, and needs. Because of increasing class sizes, teachers will only know true progress and capabilities of students if around them for a more extended period of time (Cook & Mack, 1971). If the assumed placement of a child is singularly based on Piaget’s theory, focus may be above or below a child’s actual comprehension. The issue of mixed ages in a single classroom was also targeted by Cook and Mack (1971). Although a wider range of comprehension is present, the older, more advanced students may act as models for the younger, less developed students (Cook & Mack, 1971).

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        The set idea of a timetable by which children develop skills can create dilemmas (Cook & Mack, 1971). Because of these frames, children are expected to master skills around a certain age, such as reading. What happens if a child does not acquire this skill? In turn, this creates pressure on teachers, which can result in teaching methods suiting their needs and not those of the student (Cook & Mack, 1971). Also, differences between men and women can cause a waiver from the proposed timetable. Research suggests that males and females process information differently in the area of cognitive functioning ...

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