A Report On Learning Process And Reflection On How Various Learning Theories May

Have Shaped Or Influenced The Personal Learning Experiences.

1.0 Introduction
Piaget's Cognitive Development Theory focuses on the stages of cognitive growth that
individuals go through as they develop from infancy to adulthood. The theory suggests that
individuals actively construct their understanding of the world through their interactions and
experiences (Nortje, 2021). In this report, I will reflect on a personal learning experience that
has been significant to me as per Piaget's Cognitive Development Theory. Reflecting on a
personal learning experience through the lens of Piaget's theory, I can recall a significant
moment during my childhood that aligns with his ideas.

2.0 Analysis
This theory has great influence on my learning process. When I was around seven years old, I
had a personal learning experience that was significant in terms of cognitive development. I
was introduced to the concept of fractions in my elementary school mathematics class. Prior
to this, I had a very limited understanding of mathematics, and the idea of fractions seemed
utterly perplexing.

Sensorimotor Stage: During the earlier years of my life, I was in Piaget's sensorimotor stage,
characterised by a strong emphasis on sensory experiences and motor skills. At this stage, I
interacted with the physical world primarily through my senses and actions.

Preoperational Stage: As I entered the preoperational stage, I began to develop the ability to
represent objects and concepts mentally. However, my thinking was still characterised by
egocentrism, centration, and a lack of conservation. Fractions, being abstract concepts, were
particularly challenging for me to grasp initially.

Concrete Operational Stage: The turning point in my learning experience occurred when I
entered the concrete operational stage, typically around the ages of 7 to 11. During this stage,
I started to understand the concept of fractions in a more concrete and systematic way. My
teacher used visual aids, such as pie charts and drawings, to represent fractions, making them
more tangible for me. I also began to recognise that fractions could represent parts of a whole,
which was a pivotal realisation.
Formal Operational Stage: While my initial understanding of fractions was rooted in concrete
operations, as I progressed into adolescence and reached the formal operational stage
(typically around age 12 and beyond), I further developed my ability to think abstractly. I
could now manipulate fractions algebraically and apply them to more complex mathematical
problems.

3.0 Reflection
This personal learning experience aligns with Piaget's theory by demonstrating the
progression from sensorimotor exploration to concrete operational thinking. It illustrates how,
through interaction with my environment (in this case, the mathematics classroom), I actively
constructed my understanding of fractions. The guidance of a skilled teacher and the use of
concrete representations were essential in facilitating this cognitive development.
Understanding such learning theory has enhanced by personal and educational growth.

4.0 Conclusion
In conclusion, this learning experience not only improved my mathematical skills but also
taught me the importance of patience, guidance, and hands-on learning in the cognitive
development of children. It reinforced the idea that individuals actively construct their
knowledge through their experiences and interactions with the world around them, a
fundamental principle of Piaget's Cognitive Development Theory.