澳洲代写毕业论文:从婴儿到年轻人的发展阶段有固有终点

澳洲代写毕业论文:从婴儿到年轻人的发展阶段有固有终点

现在根据皮亚杰理论,从婴儿到年轻人的发展阶段有固定的终点(McGarrigle and Donaldson, 1974)。感觉运动阶段是从出生到两岁。在此状态之后,婴儿从2-7岁进入术前年龄,然后进入具体的手术阶段,然后进入正式的手术阶段,也就是11岁到成年。在这种情况下,儿童处于具体的操作阶段。具体操作阶段是孩子在这个年龄能够逻辑地连接对象和事件并保存数量的阶段。孩子还可以进一步对对象进行分类等等。守恒是孩子们的一种理解,当他们相信事物在数量上可能和在数量上是一样的,即使它的外观发生了变化,比如质量和体积。它们学会了保存液体、数量和年龄。他们能推理,但不能进行假设的思考。

澳洲代写毕业论文:从婴儿到年轻人的发展阶段有固有终点
在案例研究中可以看到,在科学课上,学生们通过记录降雨数据来了解天气,他们通过测量来研究降雨模式。他们关于节约用水的知识将帮助他们理解如何将水位转换成测量的数字。这是一个有用的练习,满足了皮亚杰现阶段对发展帮助的期望。McGarrigle和Donaldson(1974)设计的一项研究对皮亚杰提出了批评,认为儿童实际上可能在很小的时候就开始保护自己。儿童不需要在具体的作业阶段进行养护。那么,如果安班上的一个孩子能够从小就养成节约的习惯,那么这个孩子就会很容易感到无聊。然而,安的课程将保护与其他任务结合起来,因此会让孩子们参与其中。

澳洲代写毕业论文:从婴儿到年轻人的发展阶段有固有终点

Now according to the Piaget theory, the stages of development from infants to young adult have fixed endpoints (McGarrigle and Donaldson, 1974). The sensorimotor stage is from birth to two years of age. After this state the infant enters the Preoperational age from 2-7 years and then the concrete operational and then the formal operations stage which is 11 to adulthood. The child in this context is in the concrete operational stage. Concrete operational stage is where the child will be able to logically connect objects and events and conserves number at this age. The child can furthermore classify objects and more. Conservation is the understanding that children have when they believe that things might still be the same when it comes to quantity as in numbers even if the appearance of it changes, such as mass and volume. They learn to conserve liquids, numbers and also age. They can reason but would not be able to think hypothetically.

澳洲代写毕业论文:从婴儿到年轻人的发展阶段有固有终点
Now in the case study it is seen that in the science class students learn about the weather where they study rain patterns by recording rainfall data which they do with a gauge. Their knowledge on conserving water would help them understand how to translate the water levels into numbers of measurement. This is a useful exercise and satisfies the Piaget expectation on developmental help at this stage. A critique on Piaget as understood from a study devised by McGarrigle and Donaldson (1974) was that children might actually conserve at a very early age. Children need not be in the concrete operational stage in order to conserve. Then if a child in Ann’s class was able to conserve from a very early age the child would have gotten bored very easily. However, Ann’s class combines conservation with other tasks and hence would keep the children engaged.

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