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JEAN PIAGET - INTELLECTUAL DEVELOPMENT

O conhecimento no uma cpia da realidade. Conhecer um objeto, conhecer um acontecimento no

simplesmente olhar e fazer uma reproduo mental ou imagem do mesmo. Para conhecer um objeto

necessrio agir sobre ele. Conhecer usar, modificar, transformar esse objeto, e compreender o

processo dessa transformao e, conse!entemente, compreender o modo como o objeto constru"do.#ssim, a operao ue a ess$ncia do conhecimento.

b% &anda '. (inn

)ean Piaget *as born in +euchtel -*itzerland/ on #ugust 0, 1203. 4e died in (ene5a on eptember 13,

1026. 4e *as the oldest child of #rthur Piaget, professor of medie5al literature at the 7ni5ersit%, and of

8ebecca )ac9son. #t age 11, *hile he *as a pupil at +euchtel :atin high school, he *rote a short notice

on an albino sparro*. ;his short paper is generall% considered as the start of a brilliant scientific career

made of o5er si

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children learn mastery of classes, relations, and numbers and how to reason. +he last

stage deals with the mastery of thought (/vans, #$%1).

HOW CHILDREN LEARN

...*e disco5ered that education is not something *hich the teacher does, but that it is anatural process *hich de5elops spontaneousl% in the human being. =t is not acuired b%

listening to *ords, but in 5irtue of es tas9 is not to tal9, but to prepare and arrange a series of

moti5es for cultural acti5it% in a special en5ironment made for the child. -?r. @aria

@ontessori/

' central component of Piagets developmental theory of learning and thinking is that

both involve the participation of the learner. 2nowledge is not merely transmitted

verbally but must be constructed and reconstructed by the learner. Piaget asserted that

for a child to know and construct knowledge of the world, the child must act on ob0ects

and it is this action which provides knowledge of those ob0ects ("igel, #$%%) the mindorgani3es reality and acts upon it. +he learner must be active he is not a vessel to be

filled with facts. Piagets approach to learning is a readiness approach. 4eadiness

approaches in developmental psychology emphasi3e that children cannot learn

something until maturation gives them certain prerequisites (5rainerd, #$%&). +he

ability to learn any cognitive content is always related to their stage of intellectual

development. 6hildren who are at a certain stage cannot be taught the concepts of a

higher stage.

*ntellectual growth involves three fundamental processes assimilation, accommodation,

and equilibration. 'ssimilation involves the incorporation of new events intopree!isting cognitive structures. 'ccommodation means e!isting structures change to

accommodate to the new information. +his dual process, assimilationaccommodation,

enables the child to form schema. /quilibration involves the person striking a balance

between himself and the environment, between assimilation and accomodation. 7hen a

child e!periences a new event, disequilibrium sets in until he is able to assimilate and

accommodate the new information and thus attain equilibrium. +here are many types of

equilibrium between assimilation and accomodation that vary with the levels of

development and the problems to be solved. 8or Piaget, equilibration is the ma0or factor

in e!plaining why some children advance more quickly in the development of logical

intelligence than do others (avatelli, 9:).

IMPLICATIONS FOR EDUCATION

' Piagetianinspired curricula emphasi3es a learnercentered educational philosophy.

+he teaching methods which most 'merican school children are familiar with teacher

lectures, demonstrations, audiovisual presentations, teaching machines, and

programmed instruction do not fit in with Piagets ideas on the acquisition of

knowledge. Piaget espoused acti5e discovery learning environments in our schools.

*ntelligence grows through the twin processes of assimilation and accomodation

therefore, e!periences should be planned to allow opportunities for assimilation and

accomodation. 6hildren need to e!plore, to manipulate, to e!periment, to question, and

to search out answers for themselves activity is essential. However, this does not meanthat children should be allowed to do whatever they want. "o what is the role of the

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teacher; +eachers should be able to assess the childs present cognitive level their

strengths and weaknesses. *nstruction should be individuali3ed as much as possible and

children should have opportunities to communicate with one another, to argue and

debate issues. He saw teachers as facilitators of knowledge they are there to guide and

stimulate the students. 'llow children to make mistakes and learn from them. earning

is much more meaningful if the child is allowed to e!periment on his own rather thanlistening to the teacher lecture. +he teacher should present students with materials and

situations and occasions that allow them to discover new learning. *n his book ;o

7nderstand =s to =n5ent Piaget said the basic principle of active methods can be

e!pressed as follows irtual reality

has the potential to move education from its reliance on books to e!perential learning in

naturalistic settings. 8or e!ample, rather than reading about an event, the children can

participate in the event with simulated persons and?or ob0ects. +hese technologies

supply the students with a learning environment that encourages children to initiate and

complete their own activities.

REFERENCES

Brainerd, C J(#$%&).Piaget>s ;heor% of=ntelligence. @ew Aersey Prentice Hall, *nc.E!an", R(#$%1).)ean PiagetA ;he @an and 4is =deas. @ew Bork /. P. =utton C 6o., *nc.La!a#e$$i, C(#$%1).Piaget>s ;heor% #pplied to anBarl% Childhood Curriculum.5oston

'merican "cience and /ngineering, *nc.

L%nd%n, C(#$&&). ' Piagetian constructivist perspective on curriculum development.8eading

=mpro5ement,D, &-$D.

Pia&e#, J=evelopment and learning. *n '>'++/B, 6. ". e "+/@=/4, 8. 4eading in

child behavior anddevelopment. @ew Bork Hartcourt 5race Aanovich, #$%-.Pia&e#, J(#$%-). ;o 7nderstand =s ;o =n5ent. @ew Bork +he >iking Press, *nc.

Si&e$, I and C%'(in&, R(#$%%). Cogniti5e ?e5elopmentfrom Childhood to #dolescenceA #

Constructi5istPerspecti5e.@B Holt, 4inehart and 7inston.

Sin&er, D ) Re!en"%n, T(#$%&).# Piaget PrimerA 4o* aChild ;hin9s.@B *nternationalUniversities Press, *nc