 Good morning, all of you. Once again, I welcome you all to my channel, Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education, S.S. Khanna, Girls degree college, University of Allahabad. It is my email ID. And today, I am going to discuss a very important topic under educational psychology, that is, educational implications of PRJ's theory of cognitive development. Okay, so do subscribe my channel. The lecture will be in bilingual mode, that is beneficial for both Hindi as well as English medium students. And it will be useful for various certain teaching examinations. Okay, so let's start. First of all, we have to quickly revise the cognitive development theory of PRJ. So what is PRJ's theory of cognitive development? So what did PRJ say? Many people must have forgotten or must have left their minds or must have not seen the original video of it. They must not have known about cognitive development where PRJ is. So PRJ, you must know that there are a few days that you should know about it. Generally, you do not get it in the text book, because there are two points in the text book. There are a lot of things that cannot be included in it. So when we remember Alfred Bine, when Alfred Bine was making the first intelligence test, then what was he called? The French government told him to make a test in which we can segregate the children who need special treatment, special counselling, special needs and some that are better than them. So in this process, when he was making it, when he was making it in French and English, his translation was being done in English and French. So in the translation work, where PRJ was included, that is, Bine was working under you and when he was translating it, he found that this intellectual thinking, this age-wise intellectual thinking is differing. You will remember that Alfred Bine has given us the concept of mental age. So he told us that children of this age can complete this task, children of this age can complete this task. That is where the concept of mental age came out. So PRJ also found this idea that intellectual functioning is age-wise differing. From here, he is giving his theory that the children who are young, who are young, do not think like a child. From here, this myth is broken that the children who are young, I don't, I mean young children, kids who are under 12, at least think like a child. I used to believe that, or you can say that they are less intelligent. But PRJ has made it clear that there is no difference in the level of intelligence, there is a difference in the thinking process. They think in a different way, they think in a different way. So this thing is coming out from here. And later, PRJ must have known all these three children of his own. He has been trying hard for his whole life and that is why this theory is still incomparable. It is a very, very big study and we will get a lot of it. We will get a lot of it. Then he said that cognitive development is stage-wise. It will go on in a different way. He told us four steps, stages. What were they? Sensory motor stage, pre-operational, concrete operational and formal operational. Okay, so we won't go there. For that, I will give the old video link in the description. You can see from there. Read it, know it. Today we have to know that there is no leadership included. When we ask a long question, we also ask. And in general, we should also know because objective-based questions can also be made about who said this, how he said it. So it is not only beneficial to take on the theory until we know that we have an implication in the educational world, educational scenario, in the teaching-learning process, in our classroom. So what is the leadership leadership of PRJ? First of all, focus on the process of children's thinking, not just on its product. Because he talked about the thinking process. That is why he tells us that we have to work on the way of thinking of the students of the classroom, the way of thinking. The last step is coming. We have to come by default. That is why we will emphasize the thinking process of the children. This is what comes out of PRJ. Then, recognition of the crucial role of children's self-initiated active involvement in learning activities. That is, he made us feel that the child is an active learner. He plays a crucial role. The teacher's role is secondary. He should be the facilitator's role. And what will the student do? Self-initiated active involvement. That is, he will take initiative and actively participate in the learning process. So we have to learn in this way. Then, a de-emphasis on practices aimed at making children adult-like in their thinking. That is, we don't have to give strength to the child to think like that. No. You can't think because their thinking process is different in accordance to PRJ. When you go to Brunner, Brunner says that these stages are loosely connected and interwoven in each other. That is why anyone can understand the study material in any direction. But here, we are understanding it according to PRJ. So, a de-emphasis on practices. That is, we emphasize that we don't have to do this and that. Rather, we have to treat the thinking that is going on in the way of the child according to the way of the child. Then, acceptance of individual differences in developmental progress. Look, he said that every child will go in the sensory motor first, then in pre-operational, then in incongruary, then in formal operational. But this process will differ from individual to individual. It is not necessary that there are two sensory motors from zero. So, after one day of two years, it will enter the pre-operational. So, this process is the same in all, but different in all. That is why we like individual differences and we should accept individual differences in developmental progress. Then, adaptation of instruction to the learner's developmental level. That is, we should know that a child of 0 to 2 years lives in a sensory motor, so how will we treat it? What is the importance of this level? Then, when he lives in pre-operational, then how will we treat it? In concrete operational, logical thinking is developed. So, we have to give instructions according to logical thinking. And in formal operational, he can do hypothetico-deductive reasoning. So, there he has a developmental level. So, his instruction is given accordingly according to his adaptation. Then, acceptance of the fact that children think differently and see the world differently from adults. We have to accept that the child, the world, the child, the world perceives it in a different way. We have to accept it in accordance to the P.A.J. Then, children are not passive learners. They actively build up their knowledge about the surroundings. So, it has already happened that the students are not only passively grasping the knowledge, they are not only receiving it. In fact, they actively build up their knowledge. Why do you think that P.A.J. is the birthplace of constructivism? The second point is that constructivism goes into three parts later. Cognitive constructivism, social constructivism, and vertical constructivism. So, cognitive constructivism is the weakest constructivism in the continuum of constructivism. But, it starts with P.A.J. That the subject works with his surroundings, according to the cognitive level of his knowledge. And, he establishes his knowledge in that way. Then, helps in understanding one's intelligence is a function of one's ability to adapt or adjust to one's environment. This helps us to understand who is the function of a student's intelligence. That is the function of a good person, his capacity, and the adjustment of his environment. Then, highlighted the importance of drives and motivation in the field of learning and development. P.A.J. is an active learner. He interacts with his surroundings. He constructs his knowledge. That is why, drive, motivation, and all these things help in learning. You should work on them. The motivation level should be high. Drive should be there. Only then, he will move towards it. Then, provides valuable information and advice on curriculum planning and structuring. Everything is clear to the curriculum planner in which year the student will be in the developmental level. That is why, we will design a curriculum for him. There should be things like that. Sorry. He actively participates in the chapter and gets experiences like that so that he can design his knowledge. Then, provides quite valuable to teachers and parents for making them aware of the nature of the thought process of the children at a particular level of maturation. Of maturation and chronological age. That is to say, everyone knows about the chapter. I am sorry. Vyas knows about it. His parents know about it. Gajin knows about it. His teacher knows about the chapter. Which chronological age group is he belonging to? Which developmental stage is he belonging to? That is why, what is his thought process? That is why, we should be aware of it. Like, the most important example is when he is in the adolescent age. That is to say, when the highest thinking process is going on in him. So, inductive, deductive, every type of reasoning, creative thinking, problem solving, when he is dealing with it. That is why, he is doing it step by step. That is why, we parents often believe that the child is answering the question and they believe it is wrong. Rather, he should think in such a way that in his mind, now that thinking process is highly activated. That is why, he is reacting in such a way accordingly. He should treat it sympathetically. And things should be easily solved. Then, major contribution of Piaget's theory is its analysis and suggestions of the optimal conditions for an individual's learning and development by introducing the concept of assimilation, accommodation and equilibration. Look, whoever has read Piaget's theory, he knows that they talk about the mental structure, they talk about the schema. What is the schema? It is a mental image of any concept in your mind. So, they say that the child is learning in three ways. Three processes of the child's thinking process. Assimilation, accommodation and equilibration. What is assimilation? It is a mental image of something in our mind. And we get a new image. So, what do we do? We match it with that image and adjust it on it. We have adjusted it one by one and there is no problem. I have assimilated it. It is okay. It is okay. It is okay. The new schema is done. But what is in accommodation? The previous knowledge is in our mind. And the new knowledge we are getting, there is some dissonance somewhere. There is some problem, there is no setting. So, the previous existing schema, we accommodate it a little and fit it with the new one. This is accommodation. It is one step ahead. We are doing some additional work in it. And this process, when your assimilation happened, then the equilibrium was not disturbed. But we need homeostasis in accommodation. We need a situation in front of us that our problem has been that this was the case and we need to fix our thinking process. So, this process of assimilation and recommendation is called Equalibrations. We are good, we are good, we are individual. We try to make our mental structure an equilibrium in the schema. Everything should go in homeostasis. I am a little early because I have already studied in Piaget. So, I will not teach everything in detail here. You should see the old one. So, what is their major contribution? We can say that their contribution to our teaching learning is that they have told us about these processes, about assimilation, accommodation, equilibration, so that they can know and study accordingly. Then, it has advocated the need of child-centered education. Why do we understand the education of children? Because they are saying that child-focused, students-centered learning, child-centered learning, there are individual differences. And by saying that the educational experiences must be built around the learner's cognitive structure. That is, the cognitive structure of the mind, we have to provide educational experience according to that so that they can work on it and develop their own knowledge. When learning is doing, when it is actively involved, what will be the learning? It will be permanent, it will be fixed, it will have more retention. Then, what are the themes of child-centered learning? For example, constructivism. People are considered to be the students of Ratchanabad. Then, discovery learning. They say, don't study everything, just leave it for a while. For that, they discover themselves, answer questions, search for answers, if they are more involved, then learning will be better. Problem-solving. Problem-solving is thinking that the hierarchy comes up at the top-most level. So, we have to generate problem-solving, inculcate it in the children. Then, learning by doing. That is, if you learn by doing, it will be better. And understanding of individual differences. Every child has to pass through that much stages, but according to their individuality. That is, every child will cross those stages, but according to themselves. The main points to address. I mean, we get all these things from P.A.J. and all these are P.A.J. leaders. And till today, we are trying to follow them till the very end. The rest is criticism of every theory of P.A.J. Okay? So, thank you. And don't forget to like and subscribe my channel. And join, if you join my telegram group, you can find their learning material. You can ask your query there, because here only I am speaking. You are a passive listener and you can give your feedback to me too on my telegram group. Okay? So, join that group. Thank you. Thank you all. And don't compromise it.