Conclusions

• Howe - consistent with Piaget theory that cog dev results from new experiences that allow for development of schema providing children with better understanding of the world
• What is the nature of mental representations ?

  they are personal
• Practical application- children interact with materials like sand to better understand its properties and in school practicals are done to gain new experiences of chemicals
• Vygotsky - in settings like schools experts set up the environment that allows for discovery learning so Piaget fails to consider other ways in which others accelerate cognitive development
• Bryant - as Studies of Piaget theory lack objective empirical evidence this undermines the theories validity
• after one line brought closer together - pre-operational children lack conservation and are unable to understand the underlying quantity something stays the same despite the outward appearance changing
• Naught teddy bear - pre-operational children are capable of conservation and Piaget underestimated capabilities due to flaws in methodology
• Formal operational children use logic driven hypo-thetico-deductive reasoning vs less sophisticated trial and erro
• Children aren’t biologically and cognitively ready - for real learning to occur activities should be pitched to the right level and age to achieve genuine understanding rather than superficial learning
• Interactions with experts help children cross the what?

  Zone of Proximal development
• True or false: 4 year olds should be learning abstract maths ?

  false