Piaget’s theory of intellectual development is widely used in the education field especially when it comes to the formation of basic guidance strategies. According to Piaget’s theory, intellectual development is based on assimilation and accommodation processes that are associated with evolutionary adaptation of species (Oakley, 2004). Piaget’s theory emphasizes the fact that intellectual development is progressive and takes place in stages.
Age is the main determining factor of the various stages of intellectual development (Oakley, 2004). The mental abilities of children develop as they continue to grow up. According to Piaget’s theory, intellectual development of children is measured by their ability to reconstruct concepts and ideas leant in the previous stage. Each age period has a certain reality that a child gets used to (Oakley, 2004). The practice of education has been influenced in a great way by Piaget’s theory of intellectual development.
Piaget’s theory helps teachers to focus on the thinking process of children rather than the correctness of their answers (Oakley, 2004). Cognitive functioning of children helps teachers in the formation of basic guidance strategies. Piaget’s theory of intellectual development advocates for interactive learning where children are actively involved in the learning process.
Teachers are therefore required to come up with a variety of activities that can enable children to interact with their physical environment. Piaget’s theory does not support premature teaching where intellectual development of children is accelerated beyond their age (Oakley, 2004). Teachers are therefore encouraged to formulate learning strategies that promote true cognitive understanding rather superficial acceptance of concepts that are above the children’s level of intellectual development.
An example of this case is where primary school pupils are taught secondary school concepts that are beyond their understanding. Piaget’s theory recognizes the fact that children have different rates of intellectual development and therefore teachers should come up with classroom activities that accommodate differences in development progress (Oakley, 2004).
Maslow’s hierarchy of needs and motivation theory can be applied in education and general learning processes (Mangal, 2007). According to Maslow’s theory, learning can not take place without motivation. The ability of students to retain whatever they are taught in class depends on how well they are motivated.
Teachers should therefore come up with strategies that motivate students to meet their learning goals. Maslow’s theory has a significant impact on the general structure of education (Mangal, 2007). School teachers and administrators must be guided by their students’ needs in the design of teaching programs.
The hierarchical order of needs should always be observed by teachers for effective design of classroom programs (Mangal, 2007). An example of this case is the relationship between food and learning. It is difficult for starving students to be motivated and this consequently affects their concentration in class. Motivating a well fed student is easy and this can be reflected in their concentration and performance.
The above example clearly shows that a student with some unmet needs can not concentrate in class. In order to solve this problem, the school administration should come up with feeding programs to help those students who come to school while hungry (Mangal, 2007). This strategy is meant to make students learn effectively without thinking about food. Maslow’s theory of knowledge encourages teachers to come with programs that can help students to deal with the realities of life.
There are some basic life skills that students need to be taught in order to cope with the basic realities of life (Mangal, 2007). According to this theory, students should not be trained to only absorb facts but much emphasis should be put in the entire learning process. Individual needs of students and their intellectual development should be accounted for by knowledge because of its dynamic nature (Mangal, 2007).
Dewey’s theory on education calls for the integration of practical everyday occupations with intellectual activities (Dewey, 2007). According to Dewey’s theory, children are supposed to participate in activities out of schools for them to develop a culture of self-reliance as they grow up.
This theory suggests that children should not in any way be denied an opportunity to participate in the available occupations for them to develop a sense of action and judgment (Dewey, 2007). The social needs of a community are very instrumental in governing the conduct and behavior of pupils. This theory helps teachers to come up with guidance strategies that cater for the social needs of students.
According to this theory, teachers should not act like task-masters but should play an instrumental role in ensuring that their students have a desire for knowledge through inspiration (Dewey, 2007). Intellectual development of pupils can only take place through spiritual, mental, physical and social development. According to Dewey’s theory, intellectual development of children depends on their interest and how they balance their school life and life out of school (Dewey, 2007).
Extra-curricular activities such as music can be developed if a child is nurtured at school and out of school (Dewey, 2007). This is a perfect example of how experience can be blended with intellectual activities to produce a complete graduate. Children must have the support and affection of parents and teachers in order to have an interest in developing their talents.
The three education theories that have been discussed in this paper are very useful when it comes to education reforms. The theories influence curriculum design and instruction techniques in learning institutions. The discussion has provided a new insight in understanding the meaning and importance of the three education theories.
References
Dewey, J. (2007). Experience and education. New York, NY: Simon and Schuster.
Mangal, S. (2007). Essentials of educational psychology. New York, NY: PHI Learning Pvt. Ltd.
Oakley, L. (2004). Cognitive development. New York, NY: Routledge.