我个人不同意皮亚杰的理论，因为我认为没有一个孩子能达到正式的知识和发展阶段。皮亚杰的理论并不适用于有特殊教育需要的儿童，儿童的正式操作阶段不能精确地按照皮亚杰的建议来确定。我相信皮亚杰的最后阶段的正式运作是不是一个准确的描述认知发展。有些成年人没有达到正式操作的水平，并不是每个人都能抽象推理。这并不是说他们在认知上是不成熟的，而是因为每个孩子的发展是独特的，并且有着成熟的思想的不同方面，而皮亚杰的理论并没有涵盖其中。我相信皮亚杰的理论限制了孩子作为学习者的观点。他们没有逻辑思维或能够理解复杂问题的理论可以人为地限制所提供的课程，并导致较低的期望。 虽然我发现很难确定孩子应该接受正规教育的特定年龄。我已经从不同的国际国家发现，年龄稍晚的学校开始正规教育在六甚至七，如芬兰，波兰和美国的表现要好得多的国家，如，早在开始正式教育在五或早在四。然而，我认为优先考虑的不是孩子上学的时候，而是他们到达学校后会做什么。我分析了早期的教育系统在芬兰和韩国，由于国家是最高的表演者在经合组织的最新比萨调查。的策略和途径芬兰和韩国都在他们的早年的课程采用了积极影响我的个人哲学如何孩子应该在儿童早期教育和教导我的关键因素，在满足孩子的需求作为一个早期的从业者获得成功。
新西兰坎特伯雷论文代写:皮亚杰的理论
I personally disagree with the theory of Piaget as I believe there is no certain age where a child reaches a formal operational stage of knowledge and development. Piaget's theory does not work for children with special educational needs, where the formal operational stage of a child cannot be precisely identified as Piaget suggests. I believe Piaget's last stage of formal operations is not an accurate description of cognitive development. Some adults do not attain a level of formal operations and not everyone appears to be capable of abstract reasoning. This is not that they are cognitively immature but it is because the developmental for every child is unique and has different aspects of mature thought which is not covered by Piaget's theory. I believe Piaget's theory restricts the view of the young child as a learner. The theory that they not capable of logical thought or able to understand complex issues could artificially restrict the curriculum offered and lead to lower expectations.Although I discovered that it is difficult to identify the particular age to which a child should start formal education. I have identified from different international countries that schools that have a later age start to formal education at six or even seven such as Finland, Poland and Sweden perform much better than countries like England, that have an earlier start to formal education at five or as early as four. However, I believe the priority is not when children start school but what they do when they get there. I analysed the early education system in Finland and Korea due to the countries being the highest performers in the OECD's latest PISA Survey. The strategies and approaches Finland and Korea have adopted in their early year's curriculum has had a positive impact on my personal philosophy of how children should be educated in the early years of childhood and have taught me the key factors in meeting children's needs as an early year's practitioner to achieve a successful outcome.
