Playing activities in the childhood have an important role of developing emotional, cognitive, and intellectual abilities of children. That is why through such activities children can develop a wide range of fundamental abilities for physical training and learn how to behave. In addition, learning t...
Playing activities in the childhood have an important role of developing emotional, cognitive, and intellectual abilities of children. That is why through such activities children can develop a wide range of fundamental abilities for physical training and learn how to behave. In addition, learning through activities helps to develop and strengthen theoretical concepts for cognitive behaviors and is closely associated with developments of personality. This essay is designed to discuss educational effects of operational play as part of these playing activities with based on the Piaget's theory. As the result of studying educational effects of playing activities and analyzing the effects of operational play with based on Piaget's cognition theory and other theories about brain, the author draw the following conclusions. In order to give an effective guide to infants, children, and students, we first must identify the stages of cognitive developments of children and establish goals, processes, and pedagogical methodologies by taking into consideration features of cognitive developments during theses stages underlined by Piaget. During the sensorimotor period (0~2 aged), infants tend to react to external environments through eyesight and hearing. So it is desired to have them see and hear amusements to be fabricated by them. During the preoperational period (2~7 aged), they have more affluent thinking and see conspicuous developments in the body and language. So it is desirable to have them express their feelings both in literal and body languages after operational plays. During the concrete operational period (7~11 aged), they are able to think logically and even have the ability to reason. In other words, they can understand what they express after operational plays such as block piling up, puzzle, threading, and classification. During the formal operational period (11~15 aged), they develops physically and reacts very sensitively in terms of cognition. Therefore, they can imagine the future and handle something abstract. Rather than simple operational plays, they enjoy more complicated plays such as cube formation, tile makeup, and T-board and begin to understand mathematical and scientific meanings of operational plays. The learning methods based on the cognitive psychology enable children to experience operational plays suited to their levels and encourage them to develop the abilities of recognizing emotional beauty and appreciating objects. Depending on learning abilities of children, we can make the choice of appropriate ones among such operational plays as puzzle, piling up, formation, and classification. Through developments of teaching procedures, goals, and methodologies fit to each of the periods mentioned above, we can make children maintain emotional affluences until when they become adults. A thesis submitted to Committee of the Graduate School of Hanseo University in partial fulfillment of the requirements for the degree of Master Theology in December, 2004
Playing activities in the childhood have an important role of developing emotional, cognitive, and intellectual abilities of children. That is why through such activities children can develop a wide range of fundamental abilities for physical training and learn how to behave. In addition, learning through activities helps to develop and strengthen theoretical concepts for cognitive behaviors and is closely associated with developments of personality. This essay is designed to discuss educational effects of operational play as part of these playing activities with based on the Piaget's theory. As the result of studying educational effects of playing activities and analyzing the effects of operational play with based on Piaget's cognition theory and other theories about brain, the author draw the following conclusions. In order to give an effective guide to infants, children, and students, we first must identify the stages of cognitive developments of children and establish goals, processes, and pedagogical methodologies by taking into consideration features of cognitive developments during theses stages underlined by Piaget. During the sensorimotor period (0~2 aged), infants tend to react to external environments through eyesight and hearing. So it is desired to have them see and hear amusements to be fabricated by them. During the preoperational period (2~7 aged), they have more affluent thinking and see conspicuous developments in the body and language. So it is desirable to have them express their feelings both in literal and body languages after operational plays. During the concrete operational period (7~11 aged), they are able to think logically and even have the ability to reason. In other words, they can understand what they express after operational plays such as block piling up, puzzle, threading, and classification. During the formal operational period (11~15 aged), they develops physically and reacts very sensitively in terms of cognition. Therefore, they can imagine the future and handle something abstract. Rather than simple operational plays, they enjoy more complicated plays such as cube formation, tile makeup, and T-board and begin to understand mathematical and scientific meanings of operational plays. The learning methods based on the cognitive psychology enable children to experience operational plays suited to their levels and encourage them to develop the abilities of recognizing emotional beauty and appreciating objects. Depending on learning abilities of children, we can make the choice of appropriate ones among such operational plays as puzzle, piling up, formation, and classification. Through developments of teaching procedures, goals, and methodologies fit to each of the periods mentioned above, we can make children maintain emotional affluences until when they become adults. A thesis submitted to Committee of the Graduate School of Hanseo University in partial fulfillment of the requirements for the degree of Master Theology in December, 2004
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