User:M02000297/sandbox

Getting started
On the article "Jean Piaget" (https://en.wikipedia.org/wiki/Jean_Piaget), there is already a section named "Education: Teaching and Learning." I am adding a "Piaget on education" section. Once I have completed my expansion of this topic, it will merge with the previous section in order to dispel confusion and any inkling of redundancy.

M02000297 (talk) 19:08, 3 July 2015 (UTC)

The following is an piece of the content previously written for the page. However, I misunderstood the directions and posted it to the article's page instead of here. I am adding it here now in case I lose it if someone else edits the page. Educators need to know the two differences between the preoperational and concrete operational stages. These differences are reversibility and the capacity to decenter. (Seifert and Sutton, 2009, p. 48 & 49)M02000297 (talk) 19:03, 7 July 2015 (UTC)

Ping to teacher and editors
''The following is the body of my article. I used parenthetical citation as reminders to add Wikipedia citations once I am approved to move the article to the main space.''

Ready to move Piaget on education onto the main space
M02000297 (talk) 15:35, 22 July 2015 (UTC)

With your approval, I am ready to move this onto the main space.M02000297 (talk) 19:08, 20 July 2015 (UTC)

Piaget on Education
By utilizing Piaget’s theory, educators focus on their students as learners. As a result of this focus, education is learner-center and constructivist-based to an extent. Piaget’s theory allows teachers to view students as individual learners who add new concepts to prior knowledge to construct, or build, understanding for themselves. Teachers who use a learner-centered approach as a basis for their professional practices incorporate the several dispositions. They provide experience-based educational opportunities. These teachers also contemplate the learners’ individual qualities and attitudes during curriculum planning. Educators allow learners’ insights to alter the curriculum. They nourish and support learners’ curiosity. They also involve learners’ emotions and create a learning environment in which students feel safe.

There are two differences between the preoperational and concrete operational stages that apply to education. These differences are reversibility and decentration. At times, reversibility and decentration occur at the same time. When students think about the steps to complete a task without using a particular logical, sequential order, they are using reversibility. Decentration allows him to concentrate on multiple components of a problematic task at a time. Students use both reversibility and decentration to function throughout the school day, follow directions, and complete assignments.

An example of a student using reversibility is when learning new vocabulary. The student creates a list of unfamiliar words from a literary text. Then, he defines those words before asking classmate to test him. His teacher has given a set of particular instructions that he must follow in a particular order: he must write the word before defining it, and complete these two steps repeatedly. A child in the preoperational stage gets confused during this process and needs assistance from the teacher to stay on task. The teacher refers him back to his text in order to notate the next word before he can define it. A child in the preoperational stage does not understand the organization required to complete this assignment. However, a child in the concrete operational stage understands the organization, and he can recall the steps in any order while being able to follow the order given. Using decentration, the child has the two activities on his mind: identify words and find them in the dictionary.

A sample of decentration is a preschooler may use a toy banana as a pretend telephone. The child knows the difference between the fruit and a phone. However, in this form of play, he is operating on two levels at once. In an older child at the concrete operational level, decentration allows him to complete subtraction of two-digit numbers and indicate which of the problems also involved borrowing from the other column. The student simultaneously does both. Using reversibility, the student has to move mentally between to subtasks.

Teachers give praise; praise is a reinforcer for students. Adolescents undergoing the social-emotional development seek rapport with peers. Thus, teacher praise is not be as powerful for students who see teachers as authority figures. They give no value to praise provided by adults, or they have no respect for the individual who is giving praise.

M02000297 (talk) 23:19, 14 July 2015 (UTC) M02000297 (talk) 17:35, 20 July 2015 (UTC) M02000297 (talk) 00:10, 15 July 2015 (UTC) M02000297 (talk) 17:35, 20 July 2015 (UTC) M02000297 (talk) 19:08, 20 July 2015 (UTC) M02000297 (talk) 19:17, 20 July 2015 (UTC)

Thanks
Thanks for your feedback. I have my bibliography on the article's talk page. I will properly cite for Wiki-style when I move the article there. Can you believe we did it? This was quite an experience!

Lead section addition
This is my lead section addition that I will also move to the main page. M02000297 (talk) 19:08, 20 July 2015 (UTC) Piaget's theory and research influenced several educational practices. His theory of child development is studies in pre-service education programs. Educators continue to incorporate contructivist-based strategies.