“You never really understand a person until you consider things from his point of view… Until you climb into his skin and walk around in it. ” – Harper Lee, To Kill a Mockingbird According to Pigged, children are born without innate ideas about reality and they are not entirely filled with knowledge by adults. He suggested that children engaged in constructivism, which is the construction of new understanding of the environment based on their experiences (Salesman &Rider, 2009). They do so by being curious and active explorers, observing their environment and experimenting.
They used this knowledge to solve problems and revise their understanding to adapt better. The communication between a developing brain and experience is responsible for the child’s movement from one stage to another. One of his early critics, Russian Scholar Level Viscosity (1896-1934) felt that Piglet’s theory has underestimated the influence of social interaction and thought. Hoosegows insight was that children learn from their interaction with adults when made at the zone of proximal development.
Whisky believed that children learn by adults who scaffold their learning by supporting their attempts to solve problem (Icon & Mutterer, 2009). True to his belief, the reading skills of an 8 year old is closely related to the amount of verbal scaffolding their mothers provide at the age of 3 and 4 (Icon & Mutterer, 2009, p. 127). Piglet’s stage like development theory has also been proven wrong when research has shown that learning stages are often lengthy and subtle (Meadows, 2006, as cited by Salesman & Rider, 2009). Therefore, it is universal and not abrupt as claimed by him.
Despite all the limitations of his theory, Pigged has succeeded in bringing our understanding of the cognitive development of children to a higher level. With the limited tools that he had during his time, he has provided developmentally a strong scaffold to pursue this matter further.