Piaget's Cognitive Development Research Articles

Conceptual Review: Cultivating Learner Autonomy Through Self-Directed Learning & Self-Regulated Learning: A Socio-Constructivist Exploration

This paper proposes a comprehensive framework for fostering learner autonomy (LA) in educational settings by integrating socio-constructivist principles with self-directed learning (SDL) and self-regulated learning (SRL). Emphasizing LA as both a learning process and a personal capacity, the framework draws on Vygotskian socio-cultural principles and Piagetian cognitive development. It underscores the importance of fostering LA in the contemporary "post-truth" classroom, where critical thinking and information literacy are paramount. Through analysis, three key insights emerge: socio-constructivism highlights the interplay between social interactions and individual cognitive development, SDL serves as the pathway to LA by empowering learners to control their learning, and SRL integrates metacognition for the metaliterate learner. Looking ahead, future research could explore effective pedagogical strategies, ensure learner agency and empowerment, and develop robust methods to assess LA and metaliteracy skills. By addressing these areas, educators can create environments conducive to cultivating self-directed, critical thinkers prepared for the challenges of the information age.

Programming experiment course for innovative and sustainable education: A case study of Java for Millikan Oil-Drop experiment

A teaching approach of programming experiment courses with a new education process is proposed in this study to improve the sustainability of engineering education and extend the accessibility of lab experiments across experiment courses, with the goal of encouraging innovative and scientific thinking among students. The Millikan Oil-Drop experiment combined with Java object-oriented programming is demonstrated as a case study to validate the feasibility and advantages of this teaching approach. The new education process of the experiment course is designed based on Jean Piaget's cognitive development theory, which has high practical potential for popularization among tertiary institutions without additional cost. Additionally, this work discussed the relevance of the general criterion of the Accreditation Board for Engineering and Technology on student outcomes to educational accreditation, further indicating that introducing programming into experiment education can improve students' all-round ability and strengthen the triangular relationship among the three main subjects in tertiary education, namely, students, faculty, and higher educational institutions. This study may serve as an educational guide for teachers and tertiary institutions to pursue innovative and sustainable education.

Penerapan Perkembangan Kognitif Jean Piaget dan Perkembangan Bahasa Vygotsky dalam Pembelajaran

In this research, researchers are interested in examining the application of Jean Piaget's cognitive development and Vygotsky's language development in learning. The aim of this research is to deepen understanding of the application of Jean Piaget's cognitive theory and Vygotsky's language theory in learning. In his research, the researcher used a qualitative approach through literature study. Literature study is the object studied in this research, namely the application of Jean Piaget's cognitive development and Vygotsky's language development. The results of this research can be said that language development is closely related to cognitive development.

Exploring Adolescent Development in Diverse Cultures: Insights and Implications

This study delves at teenage behavior and interactions in many cultural contexts, providing vital insights into their development. This study sheds light on the multifaceted aspects of adolescent behavior, peer relationships, and their quest for independence by employing established theories such as adolescence theory, Erikson's psychosocial development theory, Bandura's social cognition theory, Piaget's cognitive development theory, and Bronfenbrenner's ecological systems theory. Observations were carried out in Morocco, Egypt, Myanmar, Kyiv, and Jakarta to document the experiences of teenagers aged 12 to 14. The stories emphasize topics such as solidarity, independence, companionship, and identity exploration. The findings include observations such as unity among Moroccan girls, assertive self-expression in Egyptian males, pleasant mixed-gender relationships in Myanmar, and worrying behavior in a Ukrainian adolescent. Adolescent growth is influenced by cultural environment, peer connections, and ecological systems, according to these narratives. The study advances our understanding of teenage experiences across cultures, informing interventions and policies that promote healthy development and well-being.

Perkembangan Kognitif dan Implikasinya Terhadap Pembelajaran

Learning is an effort made by educators for students formally or informally in order to learn well. Learning is always related to cognitive, namely as a process that a person undergoes to obtain a change in his behavior as a result of training or experience interacting directly or indirectly with the environment. Cognitive development is a stage of change in humans in terms of managing information, understanding, knowledge and solving a problem. So in learning it is necessary to pay attention to the level of cognitive development of a person. The method used in this research is literature study, collecting information related to this research from books and literature. The results of this study indicate that Piaget's cognitive development theory helps teachers in recognizing, understanding and choosing the right treatment according to the level of cognitive development of students, and Vygotsky's theory helps students in building their social relationships. Keywords: developmental psychology, cognitive, learning

HUBUNGAN ANTARA TEORI PERKEMBANGAN KOGNITIF PIAGET DAN TEORI BELAJAR BRUNER

This study intends to provide a description related to the correlation of Jean Piaget's cognitive development theory to Jerome S. Bruner's learning theory in learning related to the process of rainbow occurrence. The correlated relationships include the pre operational stage of Piaget's theory to the iconic stage of Bruner's theory, and the relationship of Piaget's concrete operational stage to the symbolic stage of Bruner's theory. The quantitative research design used was the pre-experimental design, with the form of the pre-experimental design used being the one-shot case study design. This method is intended to find the relationship of certain variables to other variables. The sampling technique used for this research design is purposive sampling. The samples taken were students aged 3-7 years and students aged 8-11 years. The purpose of determining age criteria is to adapt to Jean Piaget's cognitive development theory (for the pre-operational stage and the concrete operational stage) and Jerome S. Bruner's learning theory (for the iconic stage and the symbolic stage). Data collection techniques using test techniques and data analysis used using the Kendall level correlation method Based on the results of the Kendall level correlation test it is concluded that: first there is a correlation between Jean Piaget's theory of cognitive development (pre operational stage) and Jerome S. Bruner's learning theory (iconic stage) in learning related to the process of the occurrence of a rainbow with the degree of closeness of the relationship that occurs between the two is 0.733 or 73.30%; secondly, there is a correlation between Jean Piaget's theory of cognitive development (concrete operational stage) and Jerome S. Bruner's learning theory (symbolic stage) in learning related to the process of the occurrence of rainbows with the degree of closeness of the relationship that occurs between the two of them is 0.867 or 86.70%.

ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget's Cognitive Development Theory

Since the pandemic's impact on the world's educational systems, the use of digital platforms has increased significantly. The authors of this research offer useful teaching strategies that can be applied in the classroom and may be employed in the event of a future pandemic or a return to the more conventional learning and teaching environment. Considering the cognitive development articulated by Jean Piaget and with and uses ICT integration. The study was conducted by the authors using descriptive qualitative research and thematic analysis. The narrative and theme analysis that the authors undertook also enabled them to draw insightful inferences from the study's primary source. The findings show that ICT integration is very successful for both teachers and students when seen in the light of Jean Piaget's theory of cognitive development. Additionally, it was found that the teacher's continual ICT learning is one of the crucial components of an effective and successful teaching and learning process. The implementation of policies in the classroom and the strategic use of technology by students must be considered and explored in a future study.

Teori Perkembangan Piaget dan Vygotsky : Bagaimana Implikasinya dalam Pembelajaran Matematika Sekolah Dasar?

Mathematics is an important subject whose applications were widely used in life. However, many students have difficulty in learning mathematics, including elementary school students. This study aimed to examine the depth of Jean Piaget's cognitive development and Lev Vygotsky's sociocultural theory and their implication for mathematics learning at elementary school age. This study used a qualitative approach with the literature study method. Sources of data in the form of books, journals, and the results of previous research related to research problems. Data collection in this study was carried out using online searches. Data analysis was done by content analysis. The results of this study indicate that according to Piaget's theory of cognitive development, the thinking stage of students in elementary schools was generally in the concrete operational stage. So that the recommended mathematics learning was in the form of student-centered active learning such as discovery learning and contextual learning methods. Meanwhile, based on Vygotsky's sociocultural theory, he recommends cooperative and collaborative mathematics learning as well as optimizing the existence of scaffolding and social interaction in learning.

ANALISIS METODE PEMBELAJARAN DARING SELAMA PANDEMI COVID-19 TERHADAP PERKEMBANGAN KOGNITIF ANAK BERDASAR TEORI PERKEMBANGAN KOGNITIF ANAK PIAGET

This study aims to examine the analysis of e-learning methods during the COVID-19 pandemic on children's cognitive development based on Piaget's theory of cognitive development. Education for children is a systematic effort to deliver children to a bright future. In essence, every child is the future successor of the civilization of the Indonesian nation with its role as a supply of human resources. Whereas on the other hand, efforts to fulfill children's rights to receive education when related to current conditions have turned out to be experiencing obstacles due to the Covid-19 pandemic that has hit all parts of the world, including Indonesia. Official data released by the Government of Indonesia as of August 15, 2021, as many as 213 countries have been infected with Covid-19, of which 139,226,143 have been confirmed positive and 2,989,984 have died,. If we take some of the characteristics of children at the stage of Piaget's cognitive development associated with online school policies, then there are things that need to be anticipated, namely the cognitive phase of children directly requiring school education, even though literally schools are interpreted only as institutions or buildings used for learning activities. and teach according to the level of education (elementary school, middle school and high school), but actually the school is not only an institution that provides subject matter and physical buildings but also as a laboratory for children's mindset and mentality. This study uses the library method where in collecting data information with documentation techniques, namely seeking data on relevant matters from various sources such as documents, books, scientific journals and news. The result of this research is that online learning on children's cognitive development directly experiences obstacles. This is evidenced from the concepts and theories of Piaget's cognitive development where the hallmark of cognitive development is the existence of strong interpersonal and social relationships with the environment. Because basically the learning process is not only limited to the process of delivering information and knowledge, but also there must be reciprocal interaction between participants and teachers so that there is a change in behavior and knowledge in a concrete direction.
 
 Keyword: covid-19, Education, e-learning methods, Piaget, school

A Nutrition Intervention to Promote the Consumption of Pulse-Based Foods in Childcare Centers: Protocol for a Multimethod Study.

BackgroundPlant-based foods, including pulses (dry beans, lentils, chickpeas, and peas), have gained worldwide attention owing to their health and environmental benefits. Despite high production, the consumption of pulses is low in Canada. Behavior change interventions systematically designed to promote the consumption of pulse-based foods are scarce.ObjectiveWe describe the utilization of intervention mapping (IM) in the development of a multicomponent nutrition intervention aimed at promoting consumption of pulse-based foods among preschool children in childcare centers in Saskatchewan, Canada.MethodsThe Pulse Discovery Toolkit intervention was developed following the six steps of the IM protocol. Decisions at each step were either based upon literature review, expert consultation, pretesting, or a combination of these. Following the initial phase of the study, which focused on intervention development, phases II and III of the study were concerned with pilot testing and roll-out of the intervention, respectively. In total, one, two, and four childcare centers participated in phases I, II, and III, respectively. A multimethod approach was designed to evaluate the intervention during pilot testing and roll-out.ResultsThe application of IM steps 1 to 3 in phase I resulted in the creation of performance objectives at different levels, including at the individual level (preschool children), and the social and environmental levels (parents, early childhood educators, and cooks). These objectives were then used to create a matrix of objectives matching the constructs of the social cognitive theory while taking Piaget cognitive development into consideration. This step was followed by defining program components, implementation, adoption, and evaluation strategies, which were utilized in phases II and III. Data have been collected from 2015 to 2018 and analyzed. The results will be reported elsewhere.ConclusionsThe IM protocol provided a rigorous framework for the development of a multicomponent evidence-based intervention to promote pulse-based foods in childcare centers.International Registered Report Identifier (IRRID)RR1-10.2196/22775

Family-School Connections: Different Theoretical Perspectives and their Implications for Teacher Education

Family-school connections had received increasing attention in the past decades due to their potential benefits for children’s learning. However, the educational and research community is still working to give a clear explanation for what family-school connections really stands for, which is understood to be a complicated concept. This paper begins by presenting different definitions of family-school connections. Afterwards it will discuss various theoretical perspectives in this educational area, which includes: Piaget cognitive development theory (Piaget, 1981), Vygotsky’s sociocultural theory (Vygotsky, 1978), the funds of knowledge theory (Moll et al., 1992), Bourdieu’s social capital theory (Bourdieu, 1986), Bronfenbrenner’s ecological theory (Velez-Agisto, et al., 2017), the overlapping family and school spheres (Epstein, 2011), Hoover-Dempsey & Sandler framework (Hoover-Dempsey & Sandler, 1995; 1997; 2005), and the structural and relational approach in understanding family-school connections (Kim & Sheridan, 2015). The paper concludes with a discussion about the implications of these theoretical perspectives on the research and educational field.

The Study of Target Development Program for Infant Physical Education Following the Theory of Piaget's Cognitive Development

본 연구는 Piaget의 인지발달과정에 따라 감각운동기 단계인 3차 순환반응, 상징적 표상 시기 유아들 중 처음으로 체육활동을 접하는 유아들에게 호기심을 유발할 수 있는 Target 기구를 선정하여 유아들의 심리안정으로 적응되게 원활한 수업으로 이어주고 여러 가지 체육기구들을 활용한 단계별 과제의 성공을 통해서 유아들이 경험한 것들은 무엇이며, 수업의 만족과 원활한 수업으로 연결이 되는지를 알아보았다. 이 연구는 ADDIE(분석, 설계, 개발, 실행, 평가)모형 단계를 거쳐 Target 프로그램을 개발해 총16차시 수업과정안을 구성해 매 수업마다 사진 및 동영상 촬영과 연구자와 유아교사의 조언 및 협의를 통해 프로그램을 수정ㆍ보완하였다. 총16차시 수업을 마치고 개방형 설문지로 통해 Target 프로그램이 기존에 유아체육 프로그램과 비교해 구체적으로 작성하게 하였다. 이를 통해 나타난 결과는, 첫째, Piaget의 인지발달이론에 따라 유아들이 관심을 끌 수 있는 Target 기구를 선정해 유아체육교사와 유아들 사이에 친밀감을 높여 주었다. 둘째, 기존 수업보다 적응이 수월했으며 학습내용 중 신체활동 요소인 체험에서 목표도달(Target) 학습으로의 과정에서 여러 가지 체육기구를 적용해 유아들의 목표달성을 통한 성취감 획득은 긍정적 수업참여로 연결되었다. 셋째, Target으로 호기심을 유발시킨 후 지형지물 기구에 대한 목표에 도달하게 됨으로서 대근육과 소근육 발달을 위한 단계별 신체활동이 원활하게 이루어졌다. 이러한 다양한 결과를 통해 Target을 활용한 유아체육 프로그램은 매우 효과적이었음을 알 수 있다.

Perkembangan Intelektual Siswa-siswa SMP

The study is aimed at finding out students' thinking processes, differences in the students' cognitive development, and differences in the students' cognitive patterns in relation to the teachers' and parents' settings. The population includes SMP students in Yogyakarta. A sample of 1069 students is taken randomly from each class. A multiple choice test of Piaget's cognitive development is given to the sample. Split-half technique of internal consistency is used to estimate the test reliability. Research findings indicate that older students have higher cognitive development than those in rural areas, male students have higher cognitive development than female ones, and students whose parents are more educated have higher cognitive development. One of the implications is that teachers' and parents' encouragement help improve students' cognitive development. Students, especially in the rural areas, therefore, need encouragement to improve their cognitive development

The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment

International examination results have already influenced many countries to make radical reforms in education system. According to these results countries have been categorized as high, middle and low achievement in education. Turkey has also taken these results into consideration quite seriously and started to investigate to what extent there are similarities among the nationwide examination questions and the international examination questions. This paper presents the findings obtained from the analysis of intended and attained curriculum in Turkish science context. Secondly, the paper analyses Level Determination Examination science questions according to Piaget cognitive development theory. Finally, the paper discusses the differences and similarities between the science questions in Level Determination Examination and Program for International Students Assessment. The results reveal that most Turkish students could not attain learning outcomes in intended curriculum. Level Determination Examination science questions are usually compatible with formal operational abilities of Piaget’s theory of cognitive development and they are highly similar with the questions of Program for International Students Assessment.

Mindfulness, mode deactivation, and family therapy: A winning combination for treating adolescents with complex trauma and behavioral problems.

MODE DEACTIVATION THERAPY (MDT) was developed in the 1990s after recognizing the lack of suitable treatment approaches for adolescents with behavioral problems and multiple co-existing conditions, which was often related to childhood trauma. The theoretical basis of MDT was framed on Beck's cognitive theory, Ellis' rational emotive behavior theory, and Piaget's cognitive development theory and concept of schemata. This research study is the most recent in a series that has been reported on since 2002 and were recently synthesized as a meta-analysis (Apsche, Bass, & DiMeo, 2011; Bass & Apsche, 2014; Swart & Apsche, in press). Considered separately and together, these studies consistently provide support of the effectiveness of Mode Deactivation Therapy with the specific target population of male adolescents with behavioral problems. On all accounts, effect sizes were high for target behavioral outcome effects, with statistically significant improvements that outperformed treatment-as-usual control groups by a large margin. This study aims to provide additional support of the efficacy of MDT, thereby reconfirming its value in the treatment for a population that is widely considered as difficult-to-treat. The philosophy of mode deactivation therapy By taking a step back again to the roots of cognitive theory, while blending in psychoanalytic considerations and elements--specifically acceptance and mindfulness--of other third wave approaches such as Dialectical Behavior Therapy and Acceptance and Commitment Therapy, MDT was developed to overcome inefficiencies that were typically encountered with standard Cognitive Behavioral Therapy (CBT), such as resistance to treatment, ill suitability for adolescents with serious comorbid problems, and short-lived improvements (Apsche & DiMeo, 2012). MDT hypothesized that adolescent externalized problem behavior is the function of internalizing disorders (Bass & Apsche, 2014); acknowledging that each emotional disorder that underlie dysfunctional behavior can be characterized by cognitive content that is specific to its outward expression (Hofmann, Sawyer, & Fang, 2010). The philosophy of modes and schemata are at the crux of the MDT conceptualization. Schemata represent all levels of our experience, at all levels of abstraction. Mode states are mind states that cluster schemas and coping styles into a temporary of being (Young, 2003, p. 37). In fact, already around 1600, Shakespeare proclaimed in Hamlet: There's nothing good or bad but thinking makes it so. The way that thoughts and feelings relate to our core beliefs--our inherent view of ourselves, others, and the world that has helped us cope since childhood--and how they bubble up as behavior, is the essence of understanding and treating behavioral problems. Core beliefs are strongly-held, rigid, and inflexible ideas that developed from childhood and tend to focus on situations and experiences that support and reinforce it. By examining these dysfunctional beliefs that are often outdated in current circumstances, and their relation to unhelpful thoughts and feelings, the MDT methodology directly targets the underlying causes in an accepting and nonjudgmental way. The new insight and awareness is harnessed to strengthen the therapeutic bond and the unique formulation of elements is posited to be the basic seed of the success that MDT has demonstrated with the adolescent population. The original conceptualization of MDT already embodied the philosophy of mindfulness, i.e. present-focused attention and importance of attaching to thoughts and feelings. Also, adolescents are invariably part of a family system, which is often where the origins of distress and dysfunction can be found. Therefore, the principles of mindfulness and family systems theory were also eventually--from 2006 onwards--incorporated into the MDT methodology. According to Bowenian family systems theory: When anxiety is low, we are able to think about our situations and our very existence. …

Pediatric HIV Disclosure: A Process-Oriented Framework

As children with vertically transmitted human immunodeficiency virus (HIV) infection live into adulthood, caregivers face the stressful process of informing their children about their infection. Although developmentally guided disclosure of HIV status is widely recommended, there are few specific frameworks to guide caregivers, families, and health care providers through the disclosure process. The authors propose a process-oriented framework for the disclosure of HIV in children and adolescents. This educational framework incorporates Piaget's cognitive development theory in an attempt to disclose and assist children and adolescents in understanding their HIV status. The framework is organized into 10 sequential stages of disclosure and three assessment stages in which health care providers discuss HIV health concepts with the child and caregiver, based on the child's developmental readiness. The described framework can be easily replicated by health care providers in disclosing disease status to children with HIV.

Long-term Student Outcomes of the Integrated Nutrition and Physical Activity Program

To examine the long-term effects of the Integrated Nutrition and Physical Activity Program (INPAP), a school-based nutrition education program. Quasi-experimental design comparing intervention and comparison cohorts at 3-6 years after delivery of the INPAP intervention on nutrition- and physical activity-related outcomes. This study was conducted in 1 school district in a low-income rural county of ∼15,000 residents in south-central Colorado. In second grade, intervention and comparison cohorts included 173 (fall 2000) and 190 (fall 1999) students, respectively. Approximately 60% of these students completed assessments in eighth grade. INPAP is an experiential school-based nutrition education program, grounded in social cognitive theory and Piaget's cognitive development theory and adapted for use in a rural setting. Nutrition and physical activity knowledge, self-efficacy, attitudes and behaviors, body mass index. Wilcoxon signed rank test, chi-square test for proportions, and t test for means. Long-term effects were observed in nutrition-related knowledge and attitudes but not self-efficacy or behavior change. The effects that did occur were attenuated over time. This study found that INPAP implemented in elementary school had limited lasting effects by the end of middle school, a time when students have increased autonomy to make food choices.

Abandoning Here-And-Now Language: Sensorimotor Development in the Acquisition of Persian as a First Language

Going through the sensorimotor period of language development, children use words referring to objects not immediately present. This study aimed at finding out the extent of one- to two-year old Iranian children's abandoning here-and-now language. 15 children were selected from Talash Kindergarten in Shiraz as the participants. Their language and behavioural development was carefully observed and recorded for five months. The qualitative data analysis of the study indicated that infants having a greater mastery on object permanence are able to use words for objects not present in their immediate environment. Thus, the study supported Piaget's cognitive development in language acquisition.

Educational Psychology Theory and the Promotion of Dental Care for Children Aged Five to Six

The aim of this article is to illustrate the value of educational psychology theory in developing an age-appropriate programme to prevent tooth decay. A theory-based approach was adopted for the programme development, and a questionnaire was used to ascertain the knowledge gaps in 52 children aged five to six years in two preschools in an urban town. The results showed that most of the children had no awareness and only a moderate knowledge of proper dental care. Piaget's cognitive development theory was applied in the planning and implementation of the activities in the programme. The developed programme was presented to educational psychologists and dentists, and their feedback was used to refine the programme. The importance of educational psychology theory was illustrated in the development of an age-appropriate preventative programme as well as in using an accessible pedagogical approach. The value of multidisciplinary colloboration was also illustrated.

Of Cabbages and Kings: Concepts and Inferences Curiously Attributed to Lev Vygotsky (Commentary on McVee, Dunsmore, and Gavelek, 2005)

A major problem in understanding a new theory is that rapid gains in popularity are accompanied by misconceptions and distortions (Valsiner, 1988). For example, scholars have noted that some writings in Jean Piaget's cognitive development theory were so distorted that he was criticized for positions he had never taken (Bickhard, 1997; Chapman, 1988; Lorenqo & Machado, 1996). Unfortunately, these and other enlightening critiques came more than 30 years after Piaget had captivated educational theory and practice, long after the misconceptions and distortions had become institutionalized.