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--- learning_theories:stage_theory_of_cognitive_development [2011/04/12 11:47]
jpetrovic [What is stage theory of cognitive development?]
+++ learning_theories:stage_theory_of_cognitive_development [2011/04/12 15:08]
jpetrovic [Criticism]
@@ Line 39: / Line 39: @@
 What should also be taken into consideration is that although all children go through the same steps during their development, that do it at different rates. Educational process should therefore be more **focused on individuals and small groups** within a class than to the class as a whole unit.
 ===== Criticism =====
-A common criticism of Piaget's theory lies on the fact that nor him or coworkers didn't leave an instrument for diagnosing child's current stage of cognitive development.
 {{  :images:conservation.jpg?400x320|Number conservation and quantity conservation experiments.}}
-Sometimes as a border between preoperational period and concrete-operational period Piaget suggested **conservation experiments**. For example, two equal glasses filled with liquid are presented to a child, after which liquid out of one glass is poured into a third, more narrow glass. The child is then asked which glass holds more liquid. Only a child in the concrete- or formal-operational  period should realize both glasses hold equal amount of liquid.
+One of the suggested ways of measuring the border between preoperational and concrete-operational period Piaget suggested were **conservation experiments**. For example, two equal glasses filled with liquid are presented to a child, after which liquid out of one glass is poured into a third, more narrow glass. The child is then asked which glass holds more liquid. Only a child in the concrete- or formal-operational  period should realize both glasses hold equal amount of liquid.
+But although according to Piaget's theory, these stage differences cannot be overcome using any kind of training, a number of experiments((For details see: [[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]])) have proved the opposite. The child's **ability to learn** (at least for conservation concepts) **is not so strictly defined by his current stage of cognitive development** in accordance with Piaget's theory.
-But although acording to Piaget's theory, these stage differences cannot be overcome using any kind of training, a number of experiments((For details see: [[http://www.scribd.com/doc/41760294/Educational-Psychology-a-Century-of-Contributions|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]])) have proved the opposite. The child's **ability to learn** (at least for conservation concepts) **is not so strictly defined by his current stage of cognitive development** in accordance with Piaget's theory.
+Experiments have also shown that other methods of teaching including tutoring or social learning through observation were at least as successful as learning by self-discovery.
 As the result criticisms of Piaget usually emphasized that,
   * his development stages are **oversimplified** or **underestimating abilities of children**
+  * nor him or his coworkers didn't leave an instrument for diagnosing child's current stage of cognitive development,
   * his **experiments** were **not designed carefully enough** to exclude other explanations,
   * he offered to **little evidence** for his theory, and that

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