![]() Formal operations - Having reached the highest level of development in Piaget’s theory, individuals at this stage are able to use conceptual reasoning and abstraction.This stage typically lasts from around age 7 to about age 11. Accumulated experience with the environment has led to logical thinking, and the child begins conceptualizing about his or her surroundings. Concrete operational - Although the child still relies heavily on concrete situations and props for learning, he or she is beginning to think abstractly.Children in this stage cannot think abstractly and therefore need concrete physical situations or props for learning. Preoperational - This stage is represented in toddlers and young children up to about age seven.At this stage, which typically ends sometime around the second year, the child is learning the basics of action-reaction. The child lacks object permanence, or the awareness of objects that are out of sight. Sensorimotor - In this stage, the child learns through physical interaction with the environment.Piaget divided development into four stages: As the child develops, actions become more purposeful and assimilation and understanding move from the physical to the abstract. Learning begins with interactions with the environment that are prompted initially through reflex and chance and later through purposeful action on the part of the child. Piaget - According to Piaget, intellectual development follows physical development. What most, if not all, hierarchical theories of learning have in common is the notion that as a child develops and matures, his or her understanding of the world is limited first by neural development and second by his or her ability to incorporate experiences into a definition of the world. Although these two theorists – and many others – divided their hierarchies differently, the concepts and applications are similar. Possibly the theories that are best known to educators and have the widest application to education are the developmental hierarchies by Jean Piaget and Benjamin Bloom. Understanding how learning occurs in general can help you be aware of how gifted learners may differ from their age peers, as well as decide which techniques are likely to be most effective with highly able students. Basic developmental theories form the foundation of available information on characteristics of gifted learners and how to work with them. However, much can be learned by going back to the basics. There is a wide array of research available that pertains to gifted learners. Additional readings exploring gifted education are recommended in the article. Most hierarchical theories of learning share the notion that as a child develops and matures, his or her understanding of the world is limited first by neural development and second by his or her ability to incorporate experiences into a definition of the world. Understanding how learning occurs can help teachers be aware of how gifted learners may differ from their age peers. This article briefly describes the developmental theories of Piaget and Bloom.
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