In this entry, I will emphasize the contribution of assimilation, accommodation, and equilibrium in passing from one stage to another. Firstly, I think that child’s assimilating new information to the existing schema cannot take him to the next stage if assimilating process does not promote thinking and creating relationships between topics. Additionally, if it promotes thinking, then it is called accommodation. I learned that accommodation requires change in existing schema or creating a new schema. Therefore, a child can learn with assimilation but he can’t move to the next stage with only assimilation (definition of assimilation considers fitting existing schema but does this schema necessary? If so, what about child’s first knowledge related with a topic? Or don’t we define learning first knowledge as assimilation?).
Secondly, a child can learn with accommodation and it can take him/her to the next stage. In accommodation, there must be existing schema and since he/she has to modify this schema with new information, he/she will need to think about this new information (how he/she organizes it in mind and why it happened as it did). That is, he/she will put new information to the new schema by reasoning so that this reasoning may provide essential development in order to come to the next stage.
Moreover, accommodation and discrepant event concepts are highly connected with each other even though we haven’t discussed in the last lesson. Discrepant event is defined as a stimulating approach that puzzles the child. It causes the child to wonder why the event happened as it did. Hence, this thinking will direct the child to accommodate new information to the schema and to the next stage. For example, in primary school, we were taught that world is turning around the sun and we assimilated this information without reasoning and thinking. Nevertheless, when we came to secondary school, some of us started to think and reason why world is turning around the sun, and these students probably skipped to the formal operational stage with the help of accommodation and discrepant event.
Finally, a child can move to the next stage by utilizing equilibrium. For equilibrium, there must be disequilibrium in existing schema. After handling disequilibrium, the child will be in the position of equilibrium. It seems to me that disequilibrium has same meaning with cognitive conflict and having cognitive conflict creates inconsistencies in mind of child and it directs him/her to think and cope with these inconsistencies to be able to stabilize his/her internal world (the state of equilibrium). Furthermore, in creating equilibration, accommodation is always used. If the child has previous knowledge and modifies it, then it means that he/she creates disequilibrium (accommodation). However, in assimilation, disequilibrium is not possible because to have the state of disequilibrium, previous knowledge is obligatory and in assimilation, there is no previous knowledge.
In conclusion, it can be said that while assimilation doesn’t take a child to the next stage, accommodation and equilibrium give him/her opportunity to move to the next stage.
Secondly, a child can learn with accommodation and it can take him/her to the next stage. In accommodation, there must be existing schema and since he/she has to modify this schema with new information, he/she will need to think about this new information (how he/she organizes it in mind and why it happened as it did). That is, he/she will put new information to the new schema by reasoning so that this reasoning may provide essential development in order to come to the next stage.
Moreover, accommodation and discrepant event concepts are highly connected with each other even though we haven’t discussed in the last lesson. Discrepant event is defined as a stimulating approach that puzzles the child. It causes the child to wonder why the event happened as it did. Hence, this thinking will direct the child to accommodate new information to the schema and to the next stage. For example, in primary school, we were taught that world is turning around the sun and we assimilated this information without reasoning and thinking. Nevertheless, when we came to secondary school, some of us started to think and reason why world is turning around the sun, and these students probably skipped to the formal operational stage with the help of accommodation and discrepant event.
Finally, a child can move to the next stage by utilizing equilibrium. For equilibrium, there must be disequilibrium in existing schema. After handling disequilibrium, the child will be in the position of equilibrium. It seems to me that disequilibrium has same meaning with cognitive conflict and having cognitive conflict creates inconsistencies in mind of child and it directs him/her to think and cope with these inconsistencies to be able to stabilize his/her internal world (the state of equilibrium). Furthermore, in creating equilibration, accommodation is always used. If the child has previous knowledge and modifies it, then it means that he/she creates disequilibrium (accommodation). However, in assimilation, disequilibrium is not possible because to have the state of disequilibrium, previous knowledge is obligatory and in assimilation, there is no previous knowledge.
In conclusion, it can be said that while assimilation doesn’t take a child to the next stage, accommodation and equilibrium give him/her opportunity to move to the next stage.
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