1. Can education provide a solution for children who have lost the right to a good education?
2. Can we speed up the development of children's concept?
3. Can early education (preschool education) make up for the differences in academic "preparation" of all social classes?
……
It should be said that Piaget's cognitive development theory does not clearly answer these questions. Development is a function of interaction among maturity, experience and sociality, as well as various factors. Piaget didn't tell us under what conditions and by what means, we can accelerate the development of the concept.
Piaget is concerned with how to develop concepts, not how to develop them. This is really a great pity for the education sector.
Most people in piagetian school believe that if educational practice can be coordinated with children's learning style, then school experience will have a positive impact on children's knowledge acquisition. These scholars also believe that teachers can help promote cognitive development. But they also argue that the way for children to consolidate and summarize knowledge is to "increase" (not "accelerate").
Concluding remarks
For students, one of the most important decisive factors of teachers' behavior is how teachers understand intellectual phenomena. If a teacher regards intelligence as "fixed", he can't try his best to help a student who is stupid in class. On the contrary, a teacher who understands intelligence as "developmental" rather than fixed may have the motivation to help those underachievers.
Teachers' different understanding of intelligence and learning concepts will affect their behavior. Teachers' expectations (and parents' expectations) will be passed on to students and will also affect their academic performance. How teachers understand intelligence has a great influence on how much students can learn in class.
As a discipline, psychology can only play a role in theory. In psychology, there are no rules. It is unwise to ask whether a theory is "right" or "wrong". Some theories can explain one phenomenon, but not another. Therefore, users of this theory must choose carefully.
Generally speaking, whether a theory is accepted or rejected depends on its utility, persuasiveness, logic and novelty in foreseeing behavior. From these aspects, Piaget's works still retain their charm.