In my opinion, the educational implication of Piaget's theory is the adaptation of instruction to the learner's development level. As discussed in that article, it is important that the content of instruction needs to be consistent with the developmental level of the learner. Moreover, the knowledge of Piaget’s stages can help the teacher understand the cognitive development of the child as the teacher provides stage-appropriate activities to keep students active. Thus, teachers can design and plan teaching activities according to the characteristics and needs, so as to maximize the effect of classroom teaching.

Observing the activities of others, including teachers, does not form new cognitive structures. Therefore, activities should be put in the first place in classroom teaching. 1, teachers should fully mobilize students' various senses, encourage students to use their mouth, hands and brains more. Especially in the education of students, students should learn in activities and solve problems. Teachers should decorate the scene, provide materials, tools and equipment, let students operate freely, fiddle with, experiment, observation and thinking, their own understanding of things, find problems, get the answer. Education and teaching must attach importance to activities, research activities, activities, for students to build a broad space for activities. 3. In the actual teaching process, teachers should adopt more methods such as activity teaching method, cooperative teaching method, heuristic teaching method, constructivist teaching method and research-based teaching method, so as to give play to students' subjectivity, promote students' cognitive development and achieve the goal of quality-oriented education.

1.Provide concrete props and visual Aids, like Google Cardboard to let students learn English in a virtual reality in a simple, fun, and affordable way. Use some videos to help students to assist the language learning materials. When teaching students complex ideas such as the concept of plot, we could use familiar examples (like Cinderella story )to facilitate learning more.(LIKE DR. KARTHIYAINI Taught us the fiction element last semester.)

2.Learn from peers. Not only great for students at Preoperational stage- 2-7 years, but also applies to students of all ages. Take my experience as an example, It’s such great way to learn from my classmates in IUKL, I like discuss with Fish and Mia before we are preparing for some topics or assignments. They always refreshed me with a variety of different viewpoints Since different students excel at different areas of knowledge, learning from the people merely close to your age also provides a thorough education.
The video also adds some ways listed below:
1.Use outlines and hierarchies to facilitate assimilating new information with previous knowledge.
2.Allow students to learn from their mistakes
3.Do not expect the students to consistently see the world from someone else’s point of view.
4.Be sensitive to the possibility that students may have different meanings for the same word or different words for the same meaning.

        Cognitivism emphasizes the intentional role of the brain and mind. There is an increase in the intelligence, understanding and cognitive complexity as they grow up. Knowledge and skill learning depend on their capacity. Piaget advocated learning as construction. He also gave priority to the individual learning and focused on fixed developmental stages. Children involve their experiences and observations in the logic of their existing or developing understandings. The brain will respond and develop with the input. Therefore, teaching should be timely and relevant to their age. Educational activities can provide children with useful information by getting them engaged, promoting greater mental achievement. Teaching materials must be in accordance with children’s cognitive level. Otherwise, it will bring negative effect if they are provided with the beyond-the-horizon interpretations. They will experience difficulty in learning.

 

The early model of cognitivism is about the two-store or dual memory model, refers to the interactions between working memory and long-term memory. The two-store (dual) model is too simplistic and incomplete but serves as a starting point for understanding cognitive learning theories. Nowsaday, reasearchers  focus on the conceptualization of a student’s learning processes and address issues of how information is received, organized, stored, and retrieved by the mind.

The process of receiving information begins with some sort of sensory input. Sensory information stays only a very short time, so the information is transferred to short-term or working memory.

The system controls the processes of information. In other words, a conscious process by which a person manages new information. It is often linked to working memory but has influence in all parts of the two-store model. Executive processes are also used to monitor understanding, select learning strategies, and regulate motivation.

Short-term memory is "a type of working memory that roughly corresponds to consciousness, or what a person is aware of at a particular moment". Both short-term and working memory are limited in capacity and duration, and information is lost if it is not practiced frequently or transferred to long-term memory. Chunking or dividing information into smaller pieces or groups may help reduce the burden on working memory. For example, instead of a long string of numbers, a phone number is divided into three parts.

Encoding is the process of integrating new and known information processed in working memory into long-term memory. Encoding is influenced by organization, refinement, and patterns.

Organizational strategies include creating hierarchies, mnemonic techniques, and mental imagery.

A mnemonic tool can aid in elaboration by giving meaning to things that are easy to remember, such as using the first letter of an order of operations in mathematics.

A pattern or schema is a personalized organizational structure. They contain our general knowledge of specific situations used to plan our actions and interactions. They often prescribe a routine set of actions based on our past experience.

Defines memory as "the ability to store sensory information for later retrieval as images, thoughts and ideas". What is called memory in ordinary speech usually refers to long-term memory, in which images, thoughts and ideas are stored for longer periods of time.

 

Information processing theories are varied but generally deal with how people attend to environmental events, encode information to be learned and relate it to knowledge in memory, store new knowledge in memory, and retrieve it as needed.

Cognitive load theory proposes that the brain can process a limited amount of information at a time based on the constraints of perception, attention and working memory.

intrinsic load: relate to the complexity of the information itself compared to the expertise of the learner and can only be changed when the learners have the necessary cognitive processing strategies.

extrinsic load: refers to the way in which “material is presented or the activities required of the learner.

Refers to the self-directed process by which learners transform mental abilities into task-relevant academic skills.

The instructional design needs to bridge the gap between learning research and educational practice. A major goal is to transfer knowledge to learners in the most efficient way by allowing them to encode information using the most efficient cognitive strategies. Therefore, instructional designers must consider both the learning task requirements and the learners' current abilities. The cognitive theory supports the active participation of learners, and goal setting, planning, and self-monitoring are strategies that should be encouraged. Presenting information in a way that reduces working memory load will help encode it in long-term memory. Using feedback is also important.

YouTube link: https://youtu.be/RzRYA9cFMaQ 

Piaget's cognitive development theory tells us that the development of intellectual structure is a process of active adaptation to the environment.  Therefore, children themselves can determine the direction and level of their own development.  

In the process of interacting with the world, children of any age have a unique set of methods and principles for representing and interpreting the world. 

Therefore, in the process of English learning class, as teachers we should treat students as active recipients of knowledge, we should  respect students' willingness.  

Teachers have to also pay attention to teaching methods and teaching modes, create various problem spaces, let students discover and solve problems by themselves, teachers can monitor and adjust their own cognitive structure by solving problems, and improve students' ability and construct their knowledge structure.

We can choose various teaching materials in class. 

In addition to textbooks, physical materials, pictures, audio-visual materials, etc. These can also be selected to improve students' interest in learning and promote students' participation in teaching activities.

 

Piaget proposed four stages of cognitive development: 

1. Sensorimotor stage (0-2 years): Object permanence that requires the ability to form a mental representation of the object. 

2. Preoperational stage (2-7 years): Thinking symbolically that the ability to make one thing or a word or an object, but it is still egocentric.

3. Concrete operational stage (7-11): The beginning of logical or operational thought is a major turning point. Meaning that children can solve problems inside their brains rather than actually doing them.

4. Formal operational stage(11+): To develop the ability to think about abstract concepts and logically test hypotheses.

Piaget suggests that teachers should focus more on the process of learning rather than the outcome; rediscover or reconstruct the "truth" approach; interact more with children; provide contextualized instruction and ask useful questions, and properly assess children's developmental levels and develop appropriate tasks.

 

Because Piaget's theory of cognitive development has certain limitations, four researchers have raised opposing views. Only one-third of adults reach the formal operational stage without considering the influence of social environment and culture leading to cognitive development (Dasen, 1994). Failure to distinguish between the effects of ability and performance underestimates children's cognitive abilities (Hughes, 1975). Behaviorism rejects Piaget's schema theory as an internal process that cannot be directly observed. His sample was not only tiny, questioning the generalizability of the data (Bruner, 1966). In general, Piaget focused more on cognition and thinking and ignored the influence brought by behavior, while Vygotsky believed that language and thinking develop in parallel and are associated with the social environment.

In the last century, Jean Piaget proposed one of the most famous theories regarding cognitive development in children. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget's theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget's theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant's capacity. Piaget also neglected cultural and social interaction factors in the development of children's cognition and thinking ability. Moreover, in terms of the methodological approach, Piaget's theory had some ethical and bias problems as he studied his own children. However, Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development. 

Piaget believed that children take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world. As kids interact with the world around them, they continually add new knowledge, build upon existing knowledge, and adapt previously held ideas to accommodate new information. As  a teachers, we need to focus on these stages so we can understand the mental ability of our students who are in different stages and ages. We can apply this in our classes by assisting our students the right way of learning based on their stages of metal development, and at the same time consider their stages as a point of start. 

Finally, Children’s mental development stages are needed to be treated correctly whether by the teachers or parents.