Kagera – Mitihani ya Darasa la Kwanza | Terminal 2026 | Download All Subjects
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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.
However, some contemporary psychologists give little support to the idea that there are general modes of thought particular to each stage. They consider that several types of evidence indicate that children do not go through general stages of development. This evidence includes the unevenness in children’s development, (e.g., in successfully completing various types of ‘conservation’ task); the existence of child prodigies with very advanced abilities in a particular domain (such as mathematics); and emerging evidence that familiarity with specific context and background knowledge are key factors in successful learning.
Rather, these psychologists argue, children develop a sophisticated repertoire of task-specific (or domain-specific) skills and strategies on the basis of “associations” among many similar or related experiences.
