Jean Piagets Theory of Cognitive Development

Jean Piagets Theory of Cognitive Development Jean Piaget, best known for his work in developmental psychology, was born in Neuchà ¢tel, Switzerland, on August 9, 1896. As a child, Piaget found his mother to be neurotic which led him to an interest in psychology. As the oldest child, Piaget was very independent and at the age of ten he published his first scientific paper on the albino sparrow allegedly to convince the librarian he was not a child. In Piagets adolescence his mother urged him to study religion which he found to be childish. Instead, he decided to devote his time to discovering the biological explanation of knowledgethrough the study of philosophy and the application of logic. This failed Piaget in his quest for answers, and he turned his focus to psychology. In 1918, Piaget graduated with his Doctorate in Science from the University of Neuchà ¢tel. While teaching at the Sorbonne in Paris, he met Alfred Binet and began working with him evaluating childrens intelligence tests. Piaget was not concerned with the ri ght or wrong answers of the child, but was instead fascinated that certain errors occurred at predictable ages and began focusing on how children reasoned. In 1923, he married Valentine Chà ¢tenay and had three children with her. Piagets children immediately became the focus of intense observation and research and resulted in three more books (http://www.nndb.com/people/359/000094077/, 2010). Jean Piaget designed a model explaining how humans make sense of the world around them through collecting and organizing information from experiences with people, objects, and ideas. This was called the Theory of Cognitive Development. Piaget identified four factors; maturation, action on your environment, learning from others or social transmission, and searching for a balance or equilibrium that influence the way thinking and knowledge are developed. He also theorized that all species inherit the tendencies to organize thoughts and behaviors while adapting to his/her environment. Organization of thoughts and actions that allow a person to mentally think about events or objects are called schemes. Adaption of knowledge and thinking processes involves assimilation or incorporating new information into existing schemes, as well as changing existing schemes to respond to a new situation or accommodating. Piaget also believed that as young people develop they pass through four stages. T he first stage of cognitive development, which occurs between the ages of birth to two years, is called the Sensorimotor stage. In this stage, the child uses his/her five senses and motor abilities to comprehend the world around them. The child also distinguishes his/her self from objects and begins to act intentionally towards a goal. Object permanence is also achieved at this stage. The second stage is called the Preoperational stage and occurs between the ages of two to seven years. In this stage, the child begins to develop the ability to form and use symbols as well as think operations through logically in one direction. Egocentrism also dominates the childs thinking and language during this time. The third stage of cognitive development is between the ages of seven to eleven years is called the Concrete-Operational stage. The characteristics of this stage are the ability to solve concrete tangible problems logically, the ability to demonstrate conservation, the mastery of grou ping objects into categories based on characteristics, reversible thinking, and sequentially arranging objects according to weight, size and volume. The final stage of cognitive development, called Formal Operations, occurs from eleven years through adulthood. In this final stage, the adolescent becomes extremely focused on analyzing their own attitudes and beliefs while not denying that others may have different perceptions. The ability of an adolescent to think hypothetically, considering all possible combinations and choices, while reasoning deductively are other characteristics of this stage as well (Woolfolk, 2008). In Piagets Four Stages of Cognitive Development, the Preoperational stage would be the most noteworthy to me since this is the age range I will be teaching in elementary school. It is necessary to teach children in an active discovery learning environment, encouraging them to question, explore, manipulate, and search out answers on their own. This theory teaches me that as an educator, I must also be an observer in my classroom. I must carefully assess my students current stage of development, cognitive level, as well as strength and weaknesses, while tailoring a set of tasks and curriculum that is specific to each childs needs. Piagets theory is also beneficial to me because it teaches me that I will need to focus on the learning process of my students, rather than the end product. This theory also tells me that intelligence grows through assimilation and accommodation; therefore, I must provide many opportunities for my student to experience both. This theory can help me better understand my kindergarten students because I will be knowledgeable to their skill acquisition at certain ages. It will also guide my teaching strategies as well as help me design lesson plans and activities based on my preoperational students ability levels, while not causing frustration. According to Piaget, the characteristic of egocentrism is often seen in preoperational children. To combat this, I would provide my students with opportunities to work in groups, so they can learn from each other, participate, and be productive at their own pace. A basic understanding of Piagets theory could tremendously benefit parents, by knowing when to introduce new skills to his/her child in order to maximize understanding and success. I would recommend that parents observe his/her child, to make sure that what they are teaching is appropriate for their childs present stage of learning. Avoid stressing standardized learning such as committing rules and facts to memory and instead choosing constructive hands-on experimentation. I would also advise parents to allow active learning through game playing, exploring, and drawing. When giving directions to their child, I would suggest keeping things short and simple. To help a child getting ready for school in the morning, I would recommend having a clock with hands in his/her room. The child does not have a sense of time at this age. The parent should tell the child that when this hand points to this number, have your clothes on and be ready. I would also suggest for parents to talk to his/her child about their experiences and constantly engage them with questions about what they are seeing, hearing, smelling, touching, or tasting. As a teacher with students in the preoperational stage, I must remember that my students may or may not reach each of Piagets stages at the predetermined age assigned since each child develops individually. It is essential to provide students with as many opportunities as possible to experience new things. This will help them continuously build on his/her foundation of language and learning. Learning at the preoperational stage, takes place by the student constructing new schemas through knowledge discovered in hands-on learning. Lesson plans should include hands-on activities, field trips, and learning games with props or visual aids. Hands-on environments should be set up in your classroom with different stations to learn math, science, social studies, etc. To teach math, I would use colored chips or even pennies for counting, adding and subtracting. To teach science, I could use a magnifying glass to see how objects such as pictures of snowflakes are the same or different from eac h other. When taking field trips to places such as science museums or the zoo, I would constantly ask questions about what my students are experiencing. To assess the skills that my students are acquiring, I could use portfolios, group presentations, and demonstrations that would let my students explain his/her learning process to me. REFERENCES: NNDB: Tracking the entire world. (2010, February 9). Retrieved February 10, 2010, from http://www.nndb.com/people/359/000094077/. Woolfolk, A. (2008) Educational psychology: Active learning edition. Personal, moral, and social development (pp. 36-45).

Philosophy of Education Essay -- Philosophy of Teaching Statement

Philosophy of Education missing works cited The Education process is one that gradually proceeds throughout life, greatly in early years and really never stops. There will always be something someone has not learned. Knowledge is a powerful tool. One of the most well-known educators in the 20th Century, Christa McAuliffe, before her tragic death said, â€Å"I touch the future, I teach.† As an educator you seek to influence each of your students. A goal, common to many new and old teachers; as well as, those who ‘hope to be† desire the ability to touch someone’s future. In the opportunity one has as an educator it is likely that the future of one immediate student or even a small part of the success of our nation will be affected. If it had not been for the hard work and dedication of previous teachers our nation and even world would not be at the level it is today. If no one had ever learned the fundamental concepts of mathematics and science we would not have vehicles, airplanes, t elevisions, compact discs, computers, and the list continues. In other words, our world would virtually not exist as we know it. One example, from a long list of other notable achievements possible only thought the education process is a man by the name of Bill Gates, founder of Microsoft. If there had not been teachers to help him understand the basics of math, science, English and other usual subjects, he would not have made it to the collegiate level, thus banishing any ideas that Microsoft has contributed to our technological advancement in the computer industry. In fact, we would not have the computer operation system like the one utilized in homes and offices at present. So, in proclaiming that a teacher touches the futu... ...working toward a Masters degree either in education or educational administration. It will likely be educational administration; however, I will decide after I become involved in an actual classroom environment I have also considered a Doctorate in one of these two fields; though, at this time it is too early to commit myself. As an educator I will probably join a local, state, and national teacher organization such as National Education Association. This for support of various aspects of my professional career, including salary, better working environment, and legal issues. Overall, I feel my desire to be an educator, my diverse philosophy, and the plans I have for my professional development will all contribute to my effectiveness as a teacher. I also feel that my philosophy will likely become more enriched as I gain experience in the field.

F. Scott Fitzgerald and Gatsby Essay

â€Å"It is invariably saddening to look through new eyes at things upon which you have expended your own powers of adjustment.†( F.Scott Fitzgerald 104) – Nick talks about how he looks at life with a new perspective and tries to abandoned â€Å"the West Egg† concept of â€Å"a world complete in itself, with its own standards its own great figures†. When he look at daisy, he explains that he could feel daisy’s pain and suffering by just looking into her eyes. So the significance of this quote is that nick is looking beyond the gilts and glamour of society so that he may see the true identity of people- as with Daisy. Later on, Nick will use this skill to find the true answer of whom Gatsby is . â€Å"The truth was that Jay Gatsby, of West Egg, Long Island, sprang from his Platonic conception of himself. He was a son of God—a phrase which, if it means anything, means just that—and he must be about His Father’s business, the service of a vast, vulgar, and meretricious beauty. So he invented just the sort of Jay Gatsby that a seventeen year old boy would be likely to invent, and to this conception he was faithful to the end.†(F.Scott Fitzgerald 98) -Nick describes Gatsby’s early life using a comparison between Gatsby and Jesus to reveal Gatsby’s identity. In the Great Gatsby, Gatsby transforms himself into the ideal that he envisioned for himself a Platonic conception of himself as a youngster and remains committed to that ideal, despite the obstacles that society presents to the fulfillment of his dream. He wanted nothing less of Daisy than that she should go to Tom and say: â€Å"I never loved you.† After she had obliterated four years with that sentence they could decide upon the more practical measures to be taken. (F.Scott Fitzgerald 109) -Gatsby is frustrated at daisy for being a cowardly woman who doesn’t stand up for her. He believes its time for her to take action but Gatsby also realizes that it’s impractical. Gatsby would like to put everything back how it was in the past, but Daisy has moved on from the past into the present. â€Å"His heart beat faster and faster as Daisy’s white face came up to his own. He knew that when he kissed this girl, and forever wed his unutterable visions to her perishable breath, his mind would never romp again like the mind of God. So he waited, listening for a moment longer to the tuning-fork that had been struck upon a star. Then he kissed her. At his lips’ touch she blossomed for him like a flower and the incarnation was complete.†(F.Scott Fitzgerald111) -Gatsby opens up to Nick and tell a memorable event between Gatsby and Daisy. This is one of the times were he actually gives information about his past that is true and Nick is surprised and hears Gatsby through. Gatsby longs for the past and revisions the event where he and daisy first kissed. Gatsby fantasies about the past, believing that Daisy is the same girl he kissed many years ago. â€Å"But his heart was in a constant, turbulent riot. The most grotesque and fantastic conceits haunted him in his bed at night. A universe of ineffable gaudiness spun itself out in his brain while the clock ticked on the wash-stand and the moon soaked with wet light his tangled clothes upon the floor. Each night he added to the pattern of his fancies until drowsiness closed down upon some vivid scene with an oblivious embrace. For a while these reveries provided an outlet for his imagination; they were a satisfactory hint of the unreality of reality, a promise that the rock of the world was founded securely on a fairy’s wing.†(Scott Fitzgerald 99) – Gatsby is a man who seems to â€Å"have it all† but in reality is troubled by one-sided love. The one thing he doesn’t have is what he needs most to fulfill him is Daisy. At night, these thoughts both torment and comfort him. The beauty of this passage is Fitzgerald’s use of both negative and positive imagery to illustrate the conflict in Gatsby’s thoughts. The imagery of the rock and fairy’s wing just elaborates Gatsby’s view of his world is crumbling apart; something like a rock is a strong foundation has flew away so easily like a fairy. Very much like the difference between Gatsby’s real world and what he wishes for himself. Chapter 7 â€Å"Her voice is full of money,† he said suddenly.†¨That was it. I’d never understood before. It was full of money — that was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals’ song of it †¦ high in a white palace the king’s daughter, the golden girl. (Scott Fitzgerald 120) – Gatsby is shocked and confused why Daisy is all about money. He doesn’t even wonder why she married Tom. So Fitzgerald adds in dialogues as a hint to fill in the missing gaps and to show Gatsby who Daisy was and is. Tom allows Daisy to ride with Gatsby because he knows she wont choose Gatsby over him. Gatsby can’t let go of the Daisy, not because of the relationship now but what they had; back in the past were he was a poor kid in the army who got this beautiful rich girl to fall in love with him. â€Å"There is no confusion like the confusion of a simple mind, and as we drove away Tom was feeling the hot whips of panic. His wife and his mistress, until an hour ago secure and inviolate, were slipping precipitately from his control.†(Scott Fitzgerald 125) – This quote reveals that Tom is getting frustrated and shocked because of the accident. He feels as though he is losing control over both women, Daisy and Myrtle. You could see the signs of tension between Gatsby and Tom when they get into a verbal argument of some sort. Tom needs control and when he doubts his control, over a situation or another person, he cant handle it. â€Å"With every word she was drawing further and further into herself, so he gave that up, and only the dead dream fought on as the afternoon slipped away, trying to touch what was no longer tangible, struggling unhappily, despairingly, toward that lost voice across the room.†(Scott Fitzgerald 134) -As she spoke, he became more and more aware that Daisy would never be his. The dream that he once had of them being together slipped away. He was becoming forced to realize the truth even though he somehow wished it was different. â€Å"So we drove on toward death in the cooling twilight†¦.† Nick: ‘â€Å"Was Daisy driving?†Ã¢â‚¬â„¢ Gatsby: ‘â€Å"Yes, but of course I’ll say I was.†Ã¢â‚¬â„¢ (Scott Fitzgerald 137-143). – Fitzgerald placed the first quote as a foreshadowing of Myrtle’s death. I don’t understand why Gatsby and the other characters mourn for Myrtle, they act if it was just a normal day by day event. It’s interesting how Gatsby spoke as if Daisy’s reaction was the only thing that mattered. â€Å"He put his hands in his coat pockets and turned back eagerly to his scrutiny of the house, as though my presence marred the sacredness of the vigil. So I walked away and left him standing there in the moonlight — watching over nothing.†(Scott Fitzgerald 145) -Before the trip into the city and the accident, Gatsby was convinced that Daisy was in love with him and would without a doubt leave Tom for him. When he watches Daisy and Tom in the kitchen, the reality of the situation is starting to hit him. Ever since he and Daisy fell apart when she married Tom, he has entirely devoted his life to getting wealth to impress Daisy and win her back. He has devoted his whole life and heart to this woman, and so as he watches her slipping away from him again, he knows nothing more than to return to his vigil over the woman that has controlled his life.

Data Quality Management The Business Processes That...

Data Quality Management: The business processes that ensure the integrity of an organization s data during collection, application (including aggregation), warehousing, and analysis. While the healthcare industry still has quite a journey ahead in order to reach the robust goal of national healthcare data standards, the following initiatives are a step in the right direction for data exchange and interoperability: †¢ Continuity of Care Document (CCD), Clinical Documentation Architecture (CDA) †¢ Data Elements for Emergency Department Systems (DEEDS) †¢ Uniform Hospital Discharge Data Set (UHDDS) †¢ Minimum Data Set (MDS) for long-term care †¢ ICD-10-CM/PCS, Systemized Nomenclature of Medicine—Clinical Terms (SNOMED CT), Logical Observation Identifiers Names and Codes (LOINC). Data Quality Measurement: A quality measure is a mechanism to assign a quantity to quality of care by comparison to a criterion. 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