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 (Lee, 2000).
Language Training Does Not Equal Intellectual Development
The third principle of Piaget’s theory is that language itself does not lead to intellectual development (Bingham-Newman & Saunders, 1977). Dr. Bingham-Newman and Saunders (1977) state that the maturation of the brain increases brain capacity, which leads to intellectual development. I completely agree with this because I have known people who could explain concepts but could not build upon them to further an idea. I do, however, believe that language with rules involved can lead to intellectual development. Kang Lee (2000) gives an example of children using verb tenses. If a child used the incorrect past tense of a verb, he was corrected and reminded of a rule. With time, the child was less likely to use the incorrect verb form and was also able to apply it to other vocabulary words (Lee, 2000). As a catalyst, teachers can introduce children to more experiences that stimulate language and the gathering of knowledge (Cook & Mack, 1971).
Intellectual Development Fostered by Social Interaction
Dr. Bingham-Newman and Saunders (1977) introduce Piaget’s fourth principle: social interaction and environmental interaction will cultivate intellectual development. I strongly agree with this principle. The idea of nature versus nurture is a well-known psychological concept (Saudargas, 2006). The idea of reaction range completely supports Piaget’s fourth principle. Nature, which means heredity and genes, is the factor that sets our intellectual range (Saudargas, 2006). Nurture, which in this case would be social and environmental interaction, decides where exactly in that given range a person falls (Saudargas, 2006). With a significant amount of interaction, a person is more likely to land at a higher point in the range, whereas a person with little social and environmental interaction will land in the lower range (Saudargas, 2006).
I also believe that though social and environmental interaction people lose egocentrism. When mingling with other people, a person picks up different points of view. Therefore, they no longer se the world through only one set of eyes. With this loss of egocentrism, a person can broaden their perspective, which can lead to an increase of knowledge. They will also become a more developed, better-rounded person due to interaction with other cultures, races, and religions.
The Teacher’s Role
Carrying Out Piaget’s Principles of Development
Through Piaget’s theory, Dr. Brigham-Newman and Saunders (1977) introduced four principles of development. Through those roles, a teacher’s role was loosely defined. (1) Teachers should create an environment encouraging children to be active. (2) By using Piaget’s Stages of Development, teachers are fairly able to determine a child’s thought and reasoning capacity. (3) Teachers should accept a child’s egocentric answers and encourage them to be “intellectually honest” rather than wait on the correct answer (Brigham-Newman & Saunders, 1977, p. 65). I see absolutely no problem in assigning these roles to a teacher; however, I believe not only teachers, but also family members and other adult figures should take on these roles. An addition to these is that teachers should offer feedback- a tool that lays the foundation of three major types of knowledge a child acquires.
Knowledge Distinctions
Social Knowledge
As stated by Dr. Bingham-Newman and Saunders (1977), “social knowledge is acquired through feedback from people” (p. 66). It includes the use of language, social conventions, and social expectations (Brigham-Newman & Saunders, 1977). Although I do not understand the need for a teacher to actually know exactly what distinguished this knowledge from other types, I do realize the need for children to receive direct communication. It is my opinion that teachers should know as much as possible (everyone should, for that matter), because other than parents, the teacher is who a child spends most of his developmental years with. Teachers, along with parents, help children grow into highly functioning, social human beings.
Physical Knowledge
Dr. Brigham-Newman and Saunders (1977) define physical knowledge as knowledge “acquired through feedback from objects” (p. 66). From this feedback (for example: clay getting hard as a result of leaving it out for too long), children can learn that objects react in several ways, and that can be used in problem solving (Brigham-Newman & Saunders, 1977). Again, teachers should encourage active involvement and attempt to stimulate the child’s curiosity (Brigham-Newman & Saunders, 1977). I exceptionally agree with this concept. It has been my experience that with the pressures in the educational world today, even if a group of children seems genuinely interested in a topic, the teacher just has to move on because so much has to be covered in so little time. I also believe that much of our common sense derives from physical knowledge. For example, a clear cup and a glass cup look identical. Without interacting with the two and exploring their individual properties, I would think I could drop both and neither would break. However, because of my interaction, I know that it is fine to drop the plastic cup, but if I drop the glass cup it will shatter.
Dr. Constance Kamii, professor of early childhood education at The University of Alabama Birmingham, believes that children can also develop mathematical skills from physical objects. Kamii states that math talents can be learned through board games- rolling dice and counting the dots, counting the spaces to advance. She says that teachers “should only give kids problems, so they will learn by inventing solutions” (Kamii, YEAR). I agree, because so often does a child complain, “When will I ever use this later in life?” Well, teachers can teach in a way that will eliminate this question. Because the child needs to know how many spaces to advance in the board game, he will need to know how to count.
Logico-Mathematical Knowledge
Logico-mathematical knowledge is “acquired through relationships which a child must invent or reconstruct” (Brigham-Newman & Saunders, 1977, p. 66). Answers to questions in this area may only be constructed by the child’s thinking (Brigham-Newman & Saunders, 1977). There are five types of overlapping, interacting areas of logico-mathematical thinking. This is a useful type of knowledge to have because in everyday life, people always have to make calls based on this. In parking a car, the driver needs to know if he has room to fit the vehicle. If I have time between classes, I need to know whether I have time to eat and take a shower before the next one, or if I should skip one of those things in order to make it to class on time.
References
Bingham-Newman, & Saunders, R. A. (1997, May). Take a new look at your classroom
with Piaget as a guide. Young Children, 62-72.
Cook, A. & Mack, H. (1971). A Teacher’s Role. New York: Citation Press.
Kamii, C. (1998). Fear of Math. UAB Magazine. Retrieved February 18, 2007, from
Lee, K. (2000). Childhood Cognitive Development. Massachusetts: Blackwell Press.
Saudargas, R.A. (Ed.) (2006). Psychology. Mason, Ohio: Thomson.