Perspective-taking Essay

posterior, 12 years old, sits anxiously on his desk, wait for Ms dread to hand him the result of his math ravel. With hands in fervent prayer, he closes his eyes as Ms Terror lays the strain paper on his table. A big red F screams to him the counterbalancet he opened his eyes. He has expected that grade because alternatively of reviewing for the test, he spent the night make uping internet games with Aaron. His dilemma how bed he make it a obedient grade in next Fridays exam when Aaron is inviting him to play again? According to Magnus Linklater (2007), peer groups are a childs biggest influencers.This is undeniable as children believe their peers are the merely ones who can understand them. But adults should not underestimate their problem solving abilities as they have a unique way of getting things make and answering their personal needs. Looking into Piagets cognitive development, we see that potty has just entered the formal operational stage, wherein he develops the ability to think more or less abstract concepts and discovers skills such as logical thought, deductive reasoning, and systematic proviso (Van Wagner, 2007).With logic, John chooses to study not only for his coming math test but also for all his other tests and sets aside internet games until weekend. He knows that doing so, he will get more than just a leaving grade, and thus no more terror looks from Ms Terror as well as unsolicited talks with Mom and Dad. Moreover, thinking abstractly, instead of relying on past experiences, John considers the possible consequences of agreeing to Aarons invitation. He would be reprimanded by Ms Terror or worse, she would call the attention of his parents.In addition, John chooses not to rely on trial-and-error methods of doing things, as he did when he was younger or in earlier stages of Piagets cognitive development (Van Wagner, 2007). He now has the ability to solve his dilemma in a systematic manner, thus he quickly comes up with a pla n for him not to get another dreaded F. He reads his lessons few days beforehand the test so he can play games with Aaron in his free time or review his lesson the night before the test and just play on weekends, whichever way he is promiscuous with.But Johns fundamental fundamental interaction with his peers, Aaron in particular, should not be discouraged, as Piaget pointed out that a childs peer interaction is not just a major source of his or her cognitive development but his or her social development as well, specifically in role-taking and empathy (cited in Oden, 1987). John regards Aaron as his best friend, thus sustaining their association allows John to know his own self and his range of social interaction skills. Furthermore, since the two boys have passed the stage wherein they share just physical activities want childhood games, and they are now capable of sharing materials, being human body or helpful (Oden, 1987), and perceiving their friendship as supporting indi viduality and mutuality, John either invites Aaron to review their lessons together before playing games or asks Aaron to disconcert their leisure activity until the test is done so that each can review on his own and eventually perform better in the test.The theory of moral development by psychologist Kohlberg, who drew inspiration from Piagets cognitive development, can also help answer Johns dilemma. John takes into consideration the expectations of his family, as he tries to maintain, support, and justify that studying voteless for the test is the right thing to do, in accordance to the conventional level of Kohlbergs theory. Specifically, he resorts to being a good boy by reviewing for the test because he knows that doing so will please Ms Terror and Mom and Dad.Johns behavior is judged by his intention, which is both good and important since he means well (Kohlberg, 1971) for himself, for Ms Terror, for Mom and Dad, and even for society at large. John could solve his dilemma in mingled perspectives, which directly or indirectly take its root from Piagets cognitive theory. This only shows that students like John can solve their own dilemmas in their own respective ways. It is normal for them to falter and make mistakes because through these, they get to learn, grow, and develop. Now, John sits comfortably on his desk, excited to see his grade on the math test. B it reads.