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Introduction
Piaget (1896-1980) was a Swiss philosopher who contributed immensely to developmental psychology. He challenged earlier propositions about child development mage by earlier psychologists and philosophers to come up with his own. In his theory, jean argues that we absorb information and knowledge according to our brain constructs that are developed from our experience with certain concepts in the world. This theory thus states that our minds are configured to only absorb certain information that relates to our already formed perceptions unless we change the conformation of our mind to accommodate more information. He organized his theory into four main stages. This paper discusses how Sigelman and Rider (2003) expound on Piagets theory of development in their book Lifespan human development 4th edition.
Sigelman and Rider on Piagets theory
These authors recognize the contribution of the Piaget theory in developmental psychology viewing it as almost revolutionary in transforming how we understand human development. Early theories according to Piaget were misguided. Natives viewed cognitive development as the systematic unfolding or flow of natural knowledge and abilities in that they viewed development as an autonomous process. Empiricist theories suggested that development was the amassing of knowledge through experience. In the case of these early theories, it is noted that an individual plays a passive role in development. Piagets theory according to Rider and Sigelman recognizes the ability of an individual or persons around him to influence his knowledge by changing the way he perceives things by adopting what is popularly known as parallel or lateral thinking as further expounded by Edward de Bono as quoted by the authors, through a series of many books on the subject on the part of the individual or modifying behavior by persons around him. This places the role of teachers, parents, and friends squarely in the spotlight on the role they play in the development of individuals. Sigelman and Rider discuss the four stages as articulated by Piagets theory.
Sensorimotor: (birth- 2 years): At this stage, the child is more experimental with his motor movements and reflex and recognizes the fact that he is an entity different from things surrounding him. Development at this stage is more pegged on sensation and movement of body parts such as arms and legs. Development at this stage is most influenced by people surrounding the young kid as his mind will process surrounding counting for little experience elsewhere. As such, parents, smiles and frowns are easily recognized and kids will more often than not respond to them.
Preoperational: (2- 7): Sigelman and Rider note that this stage has kids thoughts guided by fantasy and an egocentric attitude that makes them think that everyone sees the world from their viewpoint and processes information to fit their fantasies. Language, symbols and objects are used to modify the thinking process in such a child to help him take up more knowledge.
Concrete: (7-11): This stage is characterized by the child forming a solid character in manners and abilities. At this stage also, the child develops abstract thoughts such as lying and tricks. Manipulation of the mind at this stage is best achieved through explanations rather than physical actions. This stage is distinctively marked by
elimination of egocentrism, reversibility and seriation with the last two playing an important role in working with numbers.
Formal Operations: (11 and over): This final stage is characterized by acquisition of the aptitude to think and reflect abstractly, reason logically and draw conclusions from the information available. As such, a person is capable of hypothetical and deductive reasoning that is not basically based on concrete objects. Biological stages in this stage play a vital role in our development such that there are other minor stages that can be identified according to Sigelman and Rider but are not exemplified in Piagets theory
Criticism
The authors also make a note of the weakness of the theory mainly due to its domain generality that indicates development occurs simultaneously and uniformly in all domains of knowledge. Again, the theory downplays the role of language in development where it has proved to be an important determinant development and in the learning process.
The theory has a rather too general approach into cognitive development especially in the fourth stage.
Conclusion
Though the theory has made enormous contributions in understanding cognitive development, there has been developed other theories as presented by the authors that have prospered on using the strong points of all theories on cognitive development thereby strengthening and at the same time weakening early theories such as Piagets.
References
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Sigelman, Carol, and Rider, Elizabeth (2003), Lifespan human development 4th edition (London, Thomson Learning)
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Sigelman, Carol, and Rider, Elizabeth (2003) edited by Cram 101 (2006), Lifespan human development 4th edition, (New York, Academic Internet Publishers Incorporated)
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