When comparing Piaget’s four-stage theory of development and the information-processing theory, there are many similarities and differences between the two. Piaget’s theory believes that development occurs in an orderly fashion through four distinct stages (Pressley, & McCormick, 2007, p. 61). Whereas information-processing claims on the notion that knowledge is continually learned. Similarly, each theory understands the limitations children will have throughout their development.
The student example is demonstrating a child in Piaget’s concrete operation stage of learning. This is the case because the worksheet uses concrete objects with the various shaded shapes. Similarly, the example exemplifies the student’s capabilities of handling only two attributes at once. The aspects of thinking in only concrete terms and thinking about only two attributes at once demonstrates the character limitations of a student in Piaget’s concrete operational stage (p.66).
I would like to note that the student does show minute signs of ability for Piaget’s final developmental stage referred to as the formal operational stage. The student is demonstrating the ability to think of possibilities beyond the worksheet while making it applicable to his/her lifestyle (p. 64).
Additionally, this example shows the importance of the information-processing perspective through the usage of rehearsal strategies. The rehearsal strategy emphasizes on repeating information in order to recall it later (p. 95). The worksheet utilizes twelve examples to improve short-term memory capacity through the rehearsal of similar fraction problems. Additionally, the apply/practice section demonstrates the students continual development in long-term knowledge by making the worksheet applicable to his daily lifestyle.
What one can take away from this information is the fact that “the amount anyone can hold in memory at once-the amount anyone can think about at one time-is limited, with the limitation greater the younger the child” (p. 96). Being aware of the demands which the classroom task has upon the students is very beneficial. As educators we can create lesson plans better suited towards our student’s skill sets, by understanding where student’s current level of learning is at. This may be to simply breakdown the lesson into parts less demanding. Finally, through utilizing strategies of rehearsal, elaboration, and organization can help students improve their knowledge capacity.
Pressley, N., & McCormick, C.B. (2007). Child and adolescent development for educators. New York, NY: Guildford Press.