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Lifespan development and its subsequent occurrences are very important to human growth. Through the use of biological and chemical changes, the body constantly evolves and changes. These alterations manifest themselves throughout the duration of our lives. The genetic programming of our cells unfolds and changes constantly. Even more importantly, the environment has an impact on overall lifestyle development. Exposure to certain chemical aspects and behaviors has a unique way of altering our development. It is through this amazing capacity for change that is the subject of this document. In particular, Piaget's theory of cognitive development has profound implications for individuals and society at large. The article, "In D.C., Public School for 3-year-olds Is Already the Norm," provides insights into Piaget's theory. The article is connected to lifespan development due to the cognitive nature of childhood learning.
In the District of Columbia, the community wants to teach children earlier so that they may have exposure, early on, to unique stimuli. This exposure, many experts believe will allow early lifespan development to grow at a more rapid pace. Through the use of Piaget's theory, children will be exposed to numerous stimuli, ultimately allowing them to become better educated. As the article mentioned above illustrates, the concept of early learning is particularly helpful for low income families who often do not have the opportunities to use Piaget' theory in real life. As such both the article is directly related to early lifespan development due to its preference towards early childhood education.
Piaget's theory pertains mainly to the gradual acquisition of knowledge from conception to birth. As the text describes, cognition is the essence of any organism. Piaget assumed that "reality" is a dynamic system of unceasing change. (Santrock, 2011) Life is constantly changing. Children enter high school, get their first job, date the opposite sex, and marry one another. Each experience is dynamic in that it increases cognition in each respective step. However, in many instances, these experiences are unique to the individual. Specifically, Piaget argued that reality involves transformations and states of mind and body. The text refers to transformations as all manners of changes that people or things can undergo. (Santrock, 2011) This definition is broad and incorporates the varying dynamics of life. No two occurrences are completely unique in regards to cognition. States refer to the appearances in which people or things are able to be found between transformations; such as characteristic changes as individual grows older. (Santrock, 2011) Older individuals become more injury prone in many respects. They are also more susceptible to disease. Accordingly, Piaget alleged that, if intelligence is to be adaptive, it should have functions to describe the transformational and the static side of reality. (Santrock, 2011)
In many instances, as Piaget points out, humans perceive and adapt to numerous pieces of information. Assimilation appears when individuals are faced with unfamiliar information and it refers to previously studied information to understand. (Santrock, 2011) This occurs extensively in many contentious issues prevailing in society. The financial crisis of 2008 was a prime example of this occurrence. Even though unfamiliar information was received, many individuals relied on previously learned information to make sense of it. Economic models, past events, and past regulation, were all used to make sense of the unfamiliar financial crisis. In contrast with assimilation, accommodation is the process of taking individual's new information or new environment, and altering individual's pre-existing schemes to fit into the new information.(Santrock, 2011) Accommodation is of particular importance as it allows individuals to grow, develop, and learn other schemas in which to use in overall cognition. This is vitally important as we enter the technological age. This theory is particular important as we continue through the technological revolution and overall globalization (Santrock, 2011).
As society enters unfamiliar territory in regards to the technological revolution, they are using previously learned information to make sense of it. This assimilation is causing unrest, particularly within the job market of American civilization. Individuals are using previously learned skills, which are antiquated, and attempting to apply them to new technological jobs. What should be occurring however is accommodation, in which individuals are growing, and developing other schemas that can be used in the now technological world. This helps development as individuals have schemas in which to apply new information that will undoubtedly occur in the technological world. For instance technological advances are providing means for children to learn in a more effective manner at an earlier age. Technology allows different mediums to be used that ultimately allow learning to be conducted in a more seamless manner. As such, as the article illustrates, children can learn more at a younger age. The article references, 3 year olds who are learning material that is reserved for those who are 5 years of age. Through the exposure of unique and differentiated schema, children are better able to learn. This proves Piaget's theory. However, children must first learn to accommodate the new technological advances of science into their newly developed schema. Otherwise, these children would be assimilating by using old schemas to process new and otherwise helpful information. By using the old schema children may not learn about the new developments of preschool education as it relates to their overall learning habits. The article is therefore, very helpful in regards to Piaget's theory of cognitive development as it relates to lifespan development.
Younger children are now using assimilation rather than accommodation. The older children, who at the time were 5 years of age, were taking unfamiliar information and using previous knowledge. However, the younger children, due to technology, have now developed new schemas. They are now applying unfamiliar information in new and innovative ways. As a result, their overall learning has been altered for the better. As the article illustrates, universal preschool, at an earlier age makes children more competitive relative to other nations. They are more competitive in regards to early lifespan development because they are evolving new and unique schema. Through the use assimilation, children using Piaget's theory, are aiding their overall cognitive development. Because this is occurring at an early age, children have more opportunity to learn even more schema that can directly be applied to a profession or a trade throughout their lifespan development process. More important, these children can learn skills that will be important in the coming wave of technological innovations that are bound to shape the overall competitive landscape between nations. Through assimilation, using Piaget's theory, children learning earlier within the lifespan development process will be better able to compete with their international counterparts. The initial advantage of providing universal preschool care irrespective of social economic status will prove invaluable to overall lifespan development for younger children. They can learn pivotal skills earlier, while learning skills relevant to the changing business landscape of the world, while still developing new schema in which to apply their newfound knowledge. As the article illustrates, using Piaget's theory in regards to early childhood education has already proved useful.
Piaget's theory, as detailed above, has very profound implications for society. The development of appropriate cognition applies throughout an individual's life. From birth, to adolescence, to adult hood, learning and acquiring schema is important. It allows an individual to see the world differently, while also adapting to its changing dynamic. This changing dynamic will call for unique cognitive skills. Through the use of Piaget's theory, these skills will be garnered at an earlier age. As such, new schema will be developed at an earlier age which translates directly into lifespan development. As children learn more at an earlier age, they will be able to acquire even more schema throughout the course of their younger years. This is already occurring as 3 year olds now comprehend at a 5 year old level.