How is Piaget's Theory Used to Test The Cognitive Readiness of Early Childhood in School?

  • Abdul Kholiq Universitas Pendidikan Indonesia

Abstract

This study aims to examine Piaget's cognitive theory of early childhood readiness to enter elementary school. The method used is quantitative descriptive, using samples of early childhood selected based on the criteria of 5 years of age. The results of the study were processed using statistical calculations. The results obtained were that the instruments developed were effective enough to test cognitive readiness of early childhood in elementary school entrance examinations. In addition, the average tested child has a fairly good readiness but requires guidance by the teacher so that his cognitive abilities develop optimally.

References

Adler, M. G. & Fagley, N. S. (2005). Appreciation: Individual Differences in Finding Value and Meaning as a Unique Predictor of Subjective Well-Being. Journal of Personality, 73(1), 80-114.

Bada, S. O. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education. 5(6), 66-70.

Bashrin, S. D. (2015). Piaget’s Pre-operational Stage in Children: A Comparative Study. Bangladesh: Department of English and Humanities, BRAC University.

Bormanaki, H. B. & Khoshhal, Y. (2017). The Role of Equilibration in Piaget’s Theory of Cognitive Development and Its Implication for Receptive Skills: A Theoretical Study. Journal of Language Teaching and Research, 8(5), 996-1005.

Devi, L. (1998). Child development an introduction. New Delhi: Anmol Publications.

Eccles, J. S. (1999). The Development of Children Ages 6 to 14. The Future of Children when school is out, 9(2), 30-44.

Feldman, D. H. (2004). Piaget’s stages: The unfinished symphony of cognitive development. New Ideas in Psychology, 22(3), 175-231.

Institute of Medicine (IOM) and National Research Council (NRC). (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: The National Academies Press.

Joubish, M. F., & Khurram, M. A. (2011). Cognitive Development in Jean Piaget’s Work and its Implications for Teachers. World Applied Sciences Journal, 12(8), 1260-1265.

Lefudin. (2017). Belajar dan Pembelajaran. Yogyakarta: Deepublish.

Lumen Learning. Piaget’s Theory of Cognitive Development. [online]. Retrieved from https://courses.lumenlearning.com/teachereducationx92x1/chapter/piagets-theory-of-cognitive-development/

Madaschi, V., Mecca, T. P., Macedo, E. C., & Paula, C. S. (2016). Bayley-III scales of infant and toddler development: transcultural adaptation and psychometric properties. Paidéia (Ribeirão Preto), 26(64), 189-197.

Marwaha, S., Goswami, M., & Vashist, B. (2017). Prevalence of Principles of Piaget’s Theory Among 4-7-year-old Children and their Correlation with IQ. Journal of clinical and diagnostic research, 11(8), ZC111.

Marocco, D., Cangelosi, A., Fischer, K., & Belpaeme, T. (2010). Grounding Action Words in the Sensorimotor Interaction with the World: Experiments with a Simulated iCub Humanoid Robot. Front Neurorobotics, 4(7), 1-9.

McLeod, S. A. (2018). Concrete operational stage. Retrieved from https://www.simplypsychology.org/concrete-operational.html

Molai, T. N. (2016). Factors Affecting Language Development of Children. International Academic Journal of Social Sciences, 3(1), 45-56.

Moshman, D. (1998). Cognitive Development beyond Childhood. New York: Wiley.

Parke, R., & Gauvain, M. (2009). Child Psychology A Contemporary Viewpoint. New York: Mc Graw Hill.

Pem, D. (2015). Factors Affecting Early Childhood Growth and Development: Golden 1000 Days. Adv Practice Nurs, 1(101), 2573-0347.

Rintoul, B. (1998). Factors in Child Development. North Carolina: Research Triangle Institute Center for Research in Education.

Santrock, J. (2007). Perkembangan Anak. Jakarta: Erlangga.

Simatwa, E. D. G. (2010). Piaget’s theory of intellectual development and its implication for instructional management at presecondary school level. Educational Research and Reviews, 5(7), 366-371.

Spies, T. G., Lyons, C., Huerta, M., Garza, T., & Reding, C. (2017). Beyond Professional Development: Factors Influencing Early Childhood Educators’ Beliefs and Practices Working with Dual Language Learners. Catesol Journal, 29(1), 23-50.

Unsworth, S. & Marinis, T. (2011). The impact of internal and external factors in child second language acquisition. Linguistic Approaches to Bilingualism. doi: 10.1075/lab.1.3.00int

Wood, K. C., Smith, H., & Grossniklaus, D. (2001). Piaget’s Stages of Cognitive Development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.

Published
2020-06-23
Section
Articles