Relationship
Between Stages of Cognitive Development Piaget
With
Gardner's Multiple Intelligences
Author: Ratih Andriyani
Physical Education Program Semester 2
The Department of Natural Sciences Education
Faculty of Tarbiyah and Teaching
State Islamic of University Syarif Hidayatullah
Jakarta, Indonesia
A.
Background
Learners
can never be separated from learning, both at school and in the family
environment. So it is very necessary cognitive abilities of learners in
education. The role of both teacher educators or parents very involved in the
cognitive development of learners.
In
addition we as educators need to know the stages of cognitive development in
Piaget's theory, we also need to know Howard Gardner's theory of multiple intelligences
which explains, the theory states that no child is dumb because every child has
a different intelligence-different. There are eight kinds of intelligence,
among others, (1) Linguistic intelligence, (2) logical-mathematical
intelligence, (3) Intelligence gestures, (4) Musical intelligence, (5)
visual-spatial intelligence, (6) interpersonal intelligence, (7) intrapersonal
intelligence, and (8) naturalist intelligence.
Of
Piaget's theory hatched and Gardner then we mix so I chose the title "The
Relationship Between Stages of Cognitive Development Piaget With Gardner's
Multiple Intelligences" which aims namely that educators wiser and able to
appreciate the students in the field of education at home, at school and in the
environment.
B.
Problem
Formulation
1. What
are the stages of cognitive development as well as relationships with multiple
intelligences?
2. How
to apply the stages of cognitive development in lesson plans (lesson plan)?
C. Purpose
1. Can
understand the relationship of cognitive developmental stages of Piaget to
Gardner's Multiple Intelligences.
2. Be
able to apply the stages of cognitive development in Piaget Lesson Plan.
DISCUSSION
A.
Relationship
Between Stages of Cognitive Development With multiple intelligences (Multiple
Intelligence) Gardner.
The
picture explains that there is an important aspect of Piaget's theory is his
description of the four stages of cognitive development to suit different age
stages of development, each with a unique pattern of thoughts. These four
stages are summarized in the table.
SENSORIMOTOR
STAGE (Birth to about 2 years of
age)
|
PRE-OPERATIONAL PHASE (2 years old up to about 6 or 7 years)
|
CONCRETE OPERATIONAL STAGE
(6 or 7 years old up to 11 or 12 years old)
|
FORMAL OPERATIONAL STAGE
(11 or 12 years to adult)
|
Schemes are based primarily on behavior and perception; children focus on
what is happening in the here and now.
|
Schemes started presenting objects that are beyond the reach of direct
view of the child, but the child has not been able to perform logical
reasoning like an adult.
|
Reasoning that resembles the reasoning of adults began to emerge,
however, limited to reasoning about concrete reality.
|
Logical
reasoning processes to abstract ideas or objects to concrete.
|
The
table explains that each developmental age each have a phase or phases of
development according to the developmental age of the child is no sensorimotor stage (birth to about age 2
years), preoperational
stage (2 years old up to about 6
or 7 years old), the operational phase concrete (6
or 7 years old up to 11 or 12 years), the formal
operational stage (11 or 12 years to adult).
Allah
says:
كِتَابٌ أَنْزَلْنَاهُ إِلَيْكَ مُبَارَكٌ
لِيَدَّبَّرُوا آيَاتِهِ وَلِيَتَذَكَّرَ أُولُو الْأَلْبَابِ
Meaning:
"This
is a Book which We have sent down to you full of blessings that they may heed
His verses and lessons in order to get people who have a mind." (Q.S. Shad: 29)
The
verse explains that God revealed to his people that the book is full of
blessing His people to pay attention and think. That is why the need for
cognitive development so that his people could develop the appropriate mindset
stages of development age.
Intelligence
was originally interpreted in everyday language as the ability to solve
practical problems, and there is a perception that the ability to learn comes
from the cognitive capacity. Furthermore, this meaning should be expanded and
more fundamentally because basically intelligence and cognitive aspects
inseparable from the mind or consciousness of human activity as a whole in
relation to aspects of the whole human self and its interaction with its
environment.
