Piaget's Stages Of Development
In accordance with the Development Matters in the Early Years Foundation Stage (EYFS), the observed child had shown indications of all of the stated characteristics of effective learning (Moylett and Stewart, 2012). It was vivid that the child was determined when learning how to eat with a spoon in the correct manner and this was supported by the babysitter. Supporting this adult involvement, Bornstein et al (cited in Moylett, 2013) states that it takes both “creativity and commitment” from an adult to promote active learning from a child. In this case, the adult kept motivating the child when teaching them how to eat correctly with a spoon which had also promoted the child’s fine motor skill development. Due to the continuous motivation, it
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was clear that the child had become keen on accomplishing this skill.
In this observation, the child had demonstrated what Laevers, (1993) considers to be involvement of the child: “Persistence”, “Motivation” and “Fascination”. Both Laevers, (1993) and Moylett and Stewart, (2012) suggest that the activity of learning how to eat with a spoon was the stimulus to triggering the child’s predisposed fine motor skill. They state that as the child had shown a “strong flow of energy” both physically and cognitively, they became further motivated to achieving the task. Moylett and Stewart, (2012) further explains how this source of motivation can be considered to be the child’s “driving force” that “propels and maintains interest and engagement” in the task. This is too supported by the EYFS as the DfE. (2014) states that children learn and develop better in “enabling environments” where they are able to interact with and a build a “strong partnership” with practitioners.
As the child had shown persistence, determination, and motivation when learning how to hold the spoon correctly, they had shown the characteristic of active learning and had also begun to follow the first stage of Piaget’s theory of development, the sensori-motor stage.
At this stage, the child begins to follow the process of trial and error as they are continuously trying to learn more about their ability to move their fingers and using them to get a hold of their spoon. Conkbayir and Pascal, (2014) and Mooney, (2000) further explain how through this stage to the object permanence stage, the child is able to understand that something exists even though they are unable to see it. In this case, the child was able to understand how their fingers work and according to Mooney, (2000), this is a very “important” development for children. The child also evidenced this stage by having awareness of when their food falls from the spoon onto their bib as they would notice it and put the food back onto their plate. This also suggests that the child has begun to create links between the food on their spoon and whether it enters their mouth or falls. An example of this was when the child had first started to learn how to eat with the spoon; they would keep dropping the food as they were holding the spoon incorrectly, but several attempts later and learning how to hold it correctly, they had noticed that the food no longer fell. This was a clear indication that the child had begun to process the characteristic of creating and thinking
critically.
was clear that the child had become keen on accomplishing this skill.
In this observation, the child had demonstrated what Laevers, (1993) considers to be involvement of the child: “Persistence”, “Motivation” and “Fascination”. Both Laevers, (1993) and Moylett and Stewart, (2012) suggest that the activity of learning how to eat with a spoon was the stimulus to triggering the child’s predisposed fine motor skill. They state that as the child had shown a “strong flow of energy” both physically and cognitively, they became further motivated to achieving the task. Moylett and Stewart, (2012) further explains how this source of motivation can be considered to be the child’s “driving force” that “propels and maintains interest and engagement” in the task. This is too supported by the EYFS as the DfE. (2014) states that children learn and develop better in “enabling environments” where they are able to interact with and a build a “strong partnership” with practitioners.
As the child had shown persistence, determination, and motivation when learning how to hold the spoon correctly, they had shown the characteristic of active learning and had also begun to follow the first stage of Piaget’s theory of development, the sensori-motor stage.
At this stage, the child begins to follow the process of trial and error as they are continuously trying to learn more about their ability to move their fingers and using them to get a hold of their spoon. Conkbayir and Pascal, (2014) and Mooney, (2000) further explain how through this stage to the object permanence stage, the child is able to understand that something exists even though they are unable to see it. In this case, the child was able to understand how their fingers work and according to Mooney, (2000), this is a very “important” development for children. The child also evidenced this stage by having awareness of when their food falls from the spoon onto their bib as they would notice it and put the food back onto their plate. This also suggests that the child has begun to create links between the food on their spoon and whether it enters their mouth or falls. An example of this was when the child had first started to learn how to eat with the spoon; they would keep dropping the food as they were holding the spoon incorrectly, but several attempts later and learning how to hold it correctly, they had noticed that the food no longer fell. This was a clear indication that the child had begun to process the characteristic of creating and thinking
critically.