what is piagets reasoning task?
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Piaget thought the key to understanding human intellectual development was not in what children get wrong, but how they get it wrong. It was clear to Piaget that childish reasoning is not merely less accurate than adult reasoning; it is qualitatively different (Wadsworth 1996). From this point forward, Piaget dedicated himself to answering the question "How does knowledge grow?"\n\nPiaget eventually came to believe that intelligence is a form of adaptation, wherein knowledge is constructed by each individual through the two complementary processes of assimilation and accommodation. He theorized that as children interact with their physical and social environments, they organize information into groups of interrelated ideas called "schemes". When children encounter something new, they must either assimilate it into an existing scheme or create an entirely new scheme to deal with it (Wadsworth 1996).\n\nPiaget also believed that intellectual development occurs in four distinct stages. The sensorimotor stage begins at birth, and lasts until the child is approximately two years old. At this stage, the child cannot form mental representations of objects that are outside his immediate view, so his intelligence develops through his motor interactions with his environment. The preoperational stage typically lasts until the child is 6 or 7. According to Piaget, this is the stage where true "thought" emerges. Preoperational children are able to make mental representations of unseen objects, but they cannot use deductive reasoning. The concrete operations stage follows, and lasts until the child is 11 or 12. Concrete operational children are able to use deductive reasoning, demonstrate conservation of number, and can differentiate their perspective from that of other people. Formal operations is the final stage. Its most salient feature is the ability to think abstractly.
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Thinking is an internal mental process that uses information as input, integrates that information into previous learned material and the result may be knowledge or may be nothing.Problem solving, planning, information integration, and analysis are four kinds of thinking.
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you can have a game of like "guess the job" to say have one illustrate and the others guess.\n\nafter they get it right or give up tell them why that is a good job in pre-school terms
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The most important activity for a young child is play. That being said, children learn best through play. A child builds mathmatical concepts at a very early age, though they do not know it as "math." You may not even recognize it as math. \n\nAs a child plays with blocks, they are building geometric concepts about shapes and spatial reasoning. They may not even be able to name the shapes, but as they try to build a tower with the blocks, they are using problem solving skills to keep the tower from falling. \n\nProblem solving also comes into play with such simple activities as hide and seek or memory/matching games. With a memory game, a child learns to think about the tiles they have turned over already, realizing which ones might match. Also, when a child presents a problem to you through play activity, like "I can't do it. How can I...?" Don't just answer it for them. Problem solve with them. Problem solving abilities will be critical for them throughout school.\n\nReasoning skills are another mathematical concept. These are easily practiced through games and sorting acitvities. Promote this skill by asking questions like:\nAre you sure?\nHow do you know?\nWhy do you think...?\n\nFoster communication skills. Children must be able to clearly communicate their thoughts in order to explain their steps in solving problems or in trying to understand new concepts. Reading to children is the single most important activity you can do as a parent. Reading skills will help a child in every subject area.\n\nI could go on and on. I guess what I think is most important is to allow your child to play. They will learn and remember what they learn longer.
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As Yielding has said, "Do you mind if I finish my sandwich first?" and...that's how I feel because your question is so comprehensive. There's so much to say.\n\nIn a nutshell, it means to offer an opportunity for your students to, within virtually every lesson you present, to see the concept given in different ways - thereby ensuring that you are meeting the needs of most of the learning styles represented in the class. So, as you explain how distinguish between the subject and predicate in a sentence, for example, you would possibly:\n\n1. Explain the process, using an overhead projector and showing samples as you tell them how to find subjects and predicates.\n2. Demonstrate in writing on the white board.\n3. Ask your students to try it on the white board.\n4. Using sentence strips, have them get out of their seats and come up and play a challenge game where they have to divide a sentence (made of students holding sentence strips) between the subjects and predicates.\n5. Have them draw comic strips and write the script (in the bubbles) using different colors to dilineate between subjects and predicates.\n6. Have them design a student worksheet to share with the class where they have to find the subjects and predicates in each others' sentences.\n\nThis is just one example of a week's worth of lessons that might be used to teach one concept...you would adapt your ideas for the lessons you need to teach, of course.
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The current learning models are based on the Bloom's Taxonomy. See the link below.\n\nCritical thinking are in the higher level learning skills like application, analysis, evaluation, creation, etc. Rote memorization would be considered a lower level learning skill. Logic is one tool always used at every level of learning. Logic skills are commonly categorized as induction or deduction. Induction is extrapolating patterns starting with a few initial examples (like finding the following sequence). Deduction is drawing a conclusion given a number of clues or facts (like detective work). There are other forms of logic as well.
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This is an often mis-understood topic since Piaget never talked about how to use his research in practice. I was taught by Constance Kamii, Piaget's English language translator, \n\nPeople who study Piaget would say the teacher's role in education is to set up the environment and provide the resources students need to develop autonomy, logico-mathematical knowledge, and social information. The classroom would be set up for students to be able to be as independent as possible. Students should be able to get all the materials they need and access all the information they need. Social interaction is also important as it is through interacting with others that students develop independent thought. \nThe curriculum would be based on student's interests and content would be provided in a natural context.\n\nTeachers would be looking for the "teachable moment." That is a point at which the child is questioning his thinking and trying to assimilate or accomodate new information. The teacher would use questions or Socratic methods to guide the student. However, the teacher does not provide "correct" answers generally as it is logical thinking they are after not correct answers.\n\nSee Young Children Reinvent Arithmetic by Constance Kamii\nGroup Games for Early Childhood by Constance Kamii\nfor pictures of classrooms and activities based on Piaget's Research.
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Here's an example of inductive reasoning:\nWe observe gravity pulling objects together everywhere in the visible universe. We induce that gravity behaves the same in the entire universe, even in the parts we can't see.\n\nDeductive:\nI know Dana is taller than Chris, and Chris is taller than Jo. I deduce that Dana is taller than Jo.
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By using units they understand like sharing sweets, marbles, biscuits cakes etc. It gives them something they can relate to.\nSuch as 26 children share 80 Smarties, how many does each child have? How many are left over for teacher? Do you think that's fair? Hold their interest, it works a treat.\nDon't be too quick to give the answer, give them a chance to think.
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simple math problems using hands and feet?\nUp, down, upside down, right left in the middle - wher kids can experience the concept:\nStand on the right side of someone with a blue shirt\nturn your hand upside down of you have a pet\nIf I step up on the chair, am I up or down?\nDo you get the idea?
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"Preoperational stage (ages 2-7)--The child is not yet able to conceptualize abstractly and needs concrete physical situations." http://www.funderstanding.com/piaget.cfm\n\nSo given that...Explain each step by actually completeing each step with the child at a sink with the soap and a towel.
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Old enough to type legibly and think!
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I dont know - but your question intrigued me, and the subject makes for interesting reading. Try this link ..\n\n\nhttp://www.ship.edu/~cgboeree/piaget.html\n\nIan
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to generate the ability o free thinking.  Remember the book of Ray Bradbury FARENHAIT 911 which tells the reality of a comunity that was forbidden of reading books, and the government would control the population by tv. Maybe you can read a breef of that book, i'm sure will be an inspirantion.\nGood luck!
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I think you might find that engagement in logic and reasoning is an activity that is undertaken voluntarily, when it suits a particular purpose. The proportion of one's time spent in these activities is not related specifically to intelligence, but to other social factors. For instance, if one doesn't agree with the opinions or beliefs of a particular group of people, it might simply be easier and faster to assume that these people are of lower intelligence, rather than provide any evidence whatsoever of their potential motives for holding those beliefs or opinions, or evidence that they are, in fact, of lower intelligence.\n\nThis doesn't mean that the person him/herself is of lower intelligence for jumping to an easy assumption (in this case, that this particular group of people is of lower average intelligence). This person could have abandoned logic and reason for a variety of reasons. This person could simply be lazy, or heavily biased. In any case, it would be in this person's argument's best interest to actually bring statistical evidence to the table, otherwise there is no real way the claim might be supported (though it might be superficially supported in its current form by those who happen to share the person's particular opinion, for whatever reason). This is not the hallmark of true inquiry; rather, it is the hallmark of true rhetoric. While rhetoric has its place in inquiry and the search for truth, all too often it is passed off AS the truth, an activity which is in no one's best interests except those trying to espouse and spread an opinion that is not based on accepted facts (in this case, that this particular group of people are of lower average intelligence).\n\nSadly, such tactics can at times be construed to be intentional. Sometimes a person might take a personal belief, no matter how erroneous, and pass it off as fact to support an argument motivated by any number of dubious motives, from malice to simple jealousy. This is a true hallmark or racial propaganda, for instance.\n\nAt the core of the matter may be a simple concept: both the humanist and Christian (I won't comment of other schools of thought or religions, though they exist) ideas that the individual human has intrinsic value. Basing an argument on the idea that one person or group of people has some negative quality, like low intellignce, does a great disservice to the discourse. Arguments that contain such personal motivations invariably end up being beside the point anyway.
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problem-what your trying to figure out.\nHypothesis- what your prediction is.\nconclusion- the result of your experiment.\n\nA 2nd grader can do this, its not brain surgery.
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a hypothesis is an educated guess on a problem or experiment.