Strategies for Applying Piaget's Theory to Children's Education

1. Take a constructivist approach

Piaget's constructive philosophy claims that people create information and practice

implication based on their skills. Piaget's philosophy includes learning theories education reform

and teaching methods. Housing and integration are two of the key components that build a

person's new knowledge. Attachment causes an individual to integrate new practices into old

ones.

This allows the individual to create new conclusions, to reconsider misunderstandings

once and for all, to review important things and eventually change their opinions. In addition to

learning philosophies, Paget's constructive philosophy indicates in what way learning truly takes

place, not directing on how it affects learning.

Piaget emphasized that the main problem was in teaching should be the process of

imparting knowledge from educators to pupils, or should coaching give the adolescent the

opportunity to reconstitute or re-learn information? Piaget, as a transmitter of information,

rejected the idea of intellectual development.

He said that solitary should not undertake that the scholastic conduction (the teacher is

talking to the session) is combined with the knowledge that the child needs to adapt to. Piaget

claims that educational delivery is solitary one factor in rational growth and that it is subject to

interior self-discipline. Therefore, Piaget chooses a class-room that permits for knowledge

reconstruction, and such classrooms generally rely on "active" methods.

Piaget's sanctions for teaching science emphasis on "dynamic" methods, but are tailored

to the level of pupils. At the young level, youngsters can be facilitated to increase their
observation powers, as they are predominantly poor at recording what they take just pragmatic or

done. Paget identifies a need at the grade school level to link the gap amongst quality structural

growth and quantitative formation of education. Self-made and globally developed standards in

science should form the basis of elementary school education.

The difficulties that are arising are not owing to the various trends in science (Piaget has

not perceived such alterations in the examination of their concepts) but to the quick adoption of it

without understanding the merits. To do Piaget stressed that, it is not science that students do not

comprehend, but science lessons. They have trouble adjusting to the type of guidance, and

maybe new cradles of guidance will be helpful.

Lastly, at the high-school level, Piaget claims that all pupils need to be familiarized to the

investigational method. As the necessary intellectual structures are formed for experiments

throughout early and middle youth. Piaget is once again influence us to emphasis on the

expansion of thought. Important recommendations for science education rely on active methods

2. Facilitate rather than direct learning.

In addition to learning philosophies, Piaget's constructive theory indicates in what way

learning actually takes place, not directing on how it affects learning. The part of teachers is

actual significant. In this philosophy, instead of lecturing, to teachers as facilitators whose role is

to help the pupil when they originate to their own sympathetic. This distracts teachers and

lecturers and affects students and their knowledge. The source and lesson tactics that need to be

originated for this learning philosophy also take a very different approach to traditional

education. In its place of telling the teacher, start asking.

 In its place of replying queries that are only relevant to their syllabus, the facilitator must

make that decision so that the student can come to that conclusion on their personal instead of

telling it. In addition, teachers are frequently interacting with pupils, making a learning practice

that is exposed to new instructions as students’ progress in learning. Teachers succeeding

Piaget's ideology of constructive imitation must challenge the student by making him an

effective critical thinker and not just a "teacher" but a tutor, a counselor and a trainer.

3. Consider the child's knowledge and level of thinking

Then the need for scientific research is probably the most significant repercussion of

Piaget's philosophy for education. Not surprisingly, Piaget calls for basic research in the field of

education. Teacher drill and group research, Piaget is very clear about teacher training. He trusts

that full academia training at all levels is essential for teachers. The training can emphasis on

teacher-suggested and developed research in mobile, interfaith settings run by teachers

themselves, sociologists, psychologists, and academic researchers. The notes that are required for

the teacher training project are very basic.

Teachers need to gain an accurate understanding of their student, not just in graduate

level lectures. They necessity to do psychological research. This sanction for medical education

should be extended as an economically taboo condition in measuring teachers' salaries. The

public does not undervalue the worth of our youngsters' educators, and their low position is at

least partially the result of current methods of verification.

Piaget trusts that it is through research and that the teaching profession will end

Berkeley's business and deserve its prestige. The overhead sanctions for teacher training and the

need for research for team research were generally in the sagacity that they were more important
to Piaget's thinking than his theoretical understanding. The succeeding sanctions are based on

concerns about Piaget's view of children's intellectual development.

4. Use ongoing assessment

Current classroom practice includes the use of Piagetian assessment. A primary school

curriculum focuses on the subject of mathematics, and Piaget has developed several works to

extent mathematical rational. They can serve as a supplementary curriculum. (The use of actions

to "grade" Paget's children violates the conventions and persistence of the work.) In adding, what

Paget has studied does not yet include fantasy school curricula. These zones, which are

fundamental to measured and scientific thoughtful, include stratification, transit interference,

taxonomy, class insertion, and so on. Maybe second, most importantly, in classroom practice,

Piagetian measurement will be cast-off as an investigative tool.

Teaching can contain of a two-step assessment process trailed by directives. For instance. ! The

educator who explains the facts of the addition to his class may consider understanding the

number of each student. That is, it can assess the ability to store the number of each student.

There is no doubt that there will be some children at each of the three levels described by Piaget.

Teachers can then arrange a variety of teaching activities for children at each of these levels.

Memorization tables were used only for children with stable number concepts. The point

is, from a children's point of view, it may be pointless to teach children material that is beyond

the current level of cognitive development. Therefore, the proposal is that Paget's theory requires

a sequence of curriculum contents and Piagetian estimates can help teachers develop such a

sequence. On the downside, memo that this will be a cumbersome process, as each child will

have to be tested in each area of inclusion: a child already in the classification process can be
solidly operative in terms of number protection, and so on. However, since these concepts are

legitimate, group-managed measures have not yet been developed, the proposal is currently

impractical in most settings.

References

1. De Lisi, R. (1979). The Educational Implications of Piaget's Theory and Assessment

Techniques.

2. DioGuardi, S. (2017). Teaching Criminological Theory: Using a Piaget Platform to

Support Higher Level Learning. Journal of Criminal Justice Education, 28(3), 441-460.