在讨论社会和文化方面的学习，我会问到什么程度，它将有助于覆盖这些方面的学习。皮亚杰理论的一个值得注意的批评是，阶段低估孩子的能力。波拉德（1997）引用的研究表明该。在我的基础学校，我目睹了儿童从事抽象思维的类型，皮亚杰认为只有12岁以上的儿童才有可能，提出了一个问题，那就是皮亚杰的最小成人介入方法是否告知了他的阶段理论。有可能他的阶段理论是完全准确的，如果孩子们离开自己的设备。然而，成人干预越大，儿童就有可能以更大的速度达到和发展。它也可以质疑如何通过特定的方面的学习可以促进通过环境没有非常精确的指令。这并不是说，创造便利的学习环境是没有价值的想法。作为教育工作者努力教育孩子，这是我们的做法，可以促进其他学习机会提供一种混凝土基础的一个方面。课堂设计是教学方法的基石，体现在“建立一个有目的的、安全的学习环境，有利于学习和识别学习者在课外环境中学习的机会”。
英国农业论文代写:讨论社会和文化
based on the discussion of the social and cultural aspects of learning, I would question to what extent it would assist coverage of these aspects of learning. One noteworthy criticism of Piaget's theory is that the stages underrate children's abilities. Pollard (1997) cites research which shows this. In my base school I have witnessed children engaged in the type of abstract thinking which Piaget thought only to be possible from children above the age of 12, raising the question of whether it was Piaget's method of minimum adult involvement which informed his stage theory. It is possible that his stage theory is completely accurate if children are left to their own devices. However with greater adult intervention it may be possible for children to achieve and develop at a greater pace. It is also possible to question how particular aspects of learning could be facilitated through the environment without very exact instruction. This is not to say that the idea of creating facilitative learning environments are without value. As educationalists trying to educate the whole child, this is one aspect of our practice which can provide a concrete foundation on which to promote other learning opportunities. The design of the classroom is a cornerstone of one's approach to teaching being reflected in the standard "establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out of school contexts.