Education.revised

Education
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Human Developmental Theories
For a long time, several people have formulated their theories about life. Some try to explain the unknowns about human life while others describe the overall universe. The likes of Charles Darwin, Freud, Erikson, and others, left great history through their theories. One of the exciting Theorist presented by Blewitt and Broderick is Jean Piaget. He borrowed his cognitive theory of development from the thoughts of Jean Jacques who elaborated that children mode of reasoning develops naturally in stages; this is boosted by the parents and educators who provide the necessary guidance and encouraging environment through guidance. Piaget outlined some stages where vital events occur in the brains of a child. He listed his stages as Sensorimotor, pre-operational, concrete operational and formal operational (Chilton, 2014). He vividly explains that a child at infant stages does not possess the ability to think logically, but his or her thoughts are a result of the feelings.
This theory appears real in life. It explains the need for guidance from one point to another. Going to school from the early stages of development supports the message put across by this theory. Unless one goes to school and receives the necessary advice, it is believed he or she would not be able to execute the demands of life, particularly communication. Taking an example where people have to learn a second language for instance; it won’t be possible if guidance is not provided (Quiros, 2015).

Like-wise, in public speaking a person must get the necessary direction and practice from different people who have performed in the sector. Morality is something considered to be a result of teachings; this also supports the theory of Jean Piaget. People attend spiritual gatherings for them to be taught morals; this is the reason why it is always advisable to send the young for religious meetings. It is a great enhancement of Jean Piaget theory of human development.
One of the major weaknesses of Piaget is that it failed to develop a theory after adolescent age. Researchers have tried to develop further theories fitting this stage. Examples of the stages after adolescent include a stage of discovery, relativistic stage, and others (Huitt, 2011). Piaget focused only on children who can only be compared to certain groups. It is difficult to compare the rest of ages with anything else. Moreover, the theory does not give a much clear explanation of infants’ thoughts; how people should understand them particularly when they are sick (Broderick & Blewitt, 2014). For instance, at age zero to two, when a child cries it could be out of hunger or pain. No elaborate explanation has been given out in this theory. Furthermore, the theory cannot be applied to the disabled who can be reflected as late developers. His ideas are only aimed at the normal human development.
This theory finds its application on matters concerning sicknesses and doubts on the side of the parents. Where one doubts the development of the child, counselors have always found the theory useful in encouraging the parents affected. By making the whole issue understandable to many, it lessens the worries met in the society. It is also important for counselors because they use the same developmental theory to detect any disorders during child’s development. In a nutshell, it is imperative to consider the inputs of all theories because some truth lies in the majority of them. It lightens the lives of people and forms a basis human life understanding.
References
Huitt, W. (2011). A holistic view of education and schooling: Guiding students to develop capacities, acquire virtues, and provide service. In Revision of paper presented at the 12th Annual Conference sponsored by the Athens Institute for Education and Research (ATINER), Athens, Greece.
Quiros, E. (2015). The torture question: The role of religion and psychology in public opinion of torture. Vanderbilt University.
Chilton, G. C. (2014). An arts-based study of the dynamics of expressing positive emotions within the intersubjective art making process. Drexel University.
Broderick, P. C., & Blewitt, P. (2014). Life Span, The: Pearson New International Edition: Human Development for Helping Professionals. Pearson Higher Ed.