Activity 3.2 (Cognitive Development)

          Piaget presents four stages of cognitive development that an individual experiences at various points in the earlier stages of their lifespan (the final one some may not experience). Within these stages exists a unique process that involves assimilating the world around us to already existing schema and if necessary accommodating it to fit in with reality. There are several connections one can make between Piaget’s and James’s perspectives on cognitive development. One that stood out for me is related to the interest or active element of the learning process. Piaget believed that learners need to be actively involved and James also believed that some level of interest was necessary for associations to occur. James says, “From all these facts there emerges a very simple abstract programme for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate connection with these” (p. 48). In order for a child, or individual, to be actively involved there needs to be interest. When we assimilate we essentially are attempting to connect it with something we already know. This is where teachers can discuss relevant connections, get the student to identify one on their own, or maybe have them share examples within a group. Either way the native interest is being caught by the bait that’s being thrown out. The process of learning can then move on to accommodation by presenting challenges to the preexisting schemata.

          On a side note, while reading selected chapters from Wadsworth's book titled Piaget’s theory on cognitive development, I happened upon a footnote which captured the essence of what should be, in my opinion, a teacher’s (and individual’s) approach to psychological theories. In summary he mentions that theories are rejected and supported for various reasons, be it emotional or logical. That it’s, “Not evidence for the correctness or incorrectness of assertions or adequate logical grounds for the acceptance of a theory. No doubt, it is important for teachers to like and feel comfortable with whatever they use”(p. 4, #7).  For me there are snippets of information within each theory that I believe come together to create a unified whole. I’d rather not say that I lean towards, or support, one theory or theorist over another, mainly because I think it closes off a person’s mind (calling oneself an expert for example). If I want to be an effective teacher, partner, parent, and friend, then I need to be open to whatever I think fits into that puzzle.