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Development for learning the art

theories of human development can be found in education, society, and even in the search for peace: the cognitive, developmental, social and socio-cultural theories of development have all contributed to a system education that is present today in the United States of America. Researchers such as Darwin, Freud, Erickson, Piaget, Watson, Skinner, Kohlberg, Bandura, Vygostsky, Bowlby, Bronfenbrenner, Gilligan, among many others have done extensive research has influenced today education in all content areas. The aim of this paper is to analyze the two theories of human development and create a continuing education program for the study of art throughout the life of a learner.

The theory of cognitive development

To understand is to invent, reinvent or rebuild.

  Piaget (1972, p. 24)

Piaget

Although some critics argue that the theories of Piaget are not correct, others support his research. To better understand which theories of the origin can discuss the origins of Jean Piaget. In 1896, a language born in the French part of Switzerland a child born of a medieval literature professor named Arthur Piaget. According to his father, John was a precocious child who developed an interest in natural sciences ( biology and the natural world), and even published a number of documents before completing his secondary education about shellfish. Passion in life was to understand how human beings create knowledge. Piaget's work founded the discipline of genetic epistemology (the biological basis of consciousness), and established a framework that continues to affect the way teachers are trained and students are taught.

He served as professor of psychology at the University of Geneva from 1929 to 1975 and is best known for reorganizing cognitive development theory in a series of stages, expanding on earlier work from James Mark Baldwin: four levels of development corresponding roughly to (1) childhood (2) pre-school (3), childhood, and (4) adolescence. Piaget spent years observing and interviewing young male children in an effort to pursue his theories on the construction of knowledge. According to Nagarjuna (2006), Piaget believed that by observing how children create meaning, he could learn more in general on the development of knowledge. "

Development from one stage to another according to Piaget is the accumulation of errors in understanding the child's environment, these errors eventually causes such a degree of cognitive disequilibrium that structures within the child needs reorganization. According to Murray (2007), "All development emerges from action, that is to say, individuals construct and reconstruct their knowledge of the world as a result of interactions with the environment." According to Nagarjuna (2006), "Cognitive structures are included in how young people make sense of the world, given their lack of sensitivity of adults. "

Jean Piaget saw intelligence as a process that contribute to a body to adapt to its environment and proposed four major periods of cognitive development. The four stages of development described in the theory of Piaget are (1) the sensorimotor stage, (2) preoperational, (3) Concrete operational stage, and (4) formal operational stage. Each cognitive structure in Piaget's theory is defined by a series of strokes, and corresponds loosely to the specific age. These chronological.