Arusha Terminal – Mitihani ya Darasa la Tano | Terminal 2026 | Download All Subjects
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The social constructivist line of research and theory gives great significance to the role of teachers in children’s learning. It also gives significance to collaboration as a means of learning, but not simply to any form of group work or interaction with other children. The meaningfulness of tasks and the extent to which discussion or collaborative activity causes individual learners to think are crucial factors. In Piaget’s constructivist theory children move through four developmental stages acquiring qualitatively different, more complex ways of thinking at each.
They do this through processes of assimilation (trying to make sense of new information/experience in terms of their existing way of thinking); accommodation (adapting their way of thinking to take account of the characteristics of new experience); and equilibration (developing a more sophisticated mode of thought to overcome disequilibrium caused by a conflict between new experience and the previous way of thinking). Crucially, Piaget saw this development of thinking abilities not as programmed by the genes but as the construction by children of increasingly complex general strategies for making sense of the environment. Piaget argued that this cognitive development is spontaneous and a lone process, occurring irrespective of instruction. He saw language as the outcome of the development of symbolic functions which allow mental representation of objects/experience at the end of the sensory-motor stage at about two years old.
It is a view of education and of social experience as important means of becoming a self-confident and fully accepted member of one’s community or of several communities. A sense of belonging is an important factor in everyone’s emotional, personal and social development. 2 Many aspects of Scottish Executive Education Department (SEED) policy in recent years suggest that, while cultural legacy and personal understanding of what is studied remain important, there have been significant moves towards the broader idea that education should be a process of becoming a person – for all young people.
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