Discuss the importance of integrating boundaries for life and work balance for consultants who are working on global projects or otherwise operating internationally. How can we recognize patterns, causes, and outcomes of too much or too little balance?
solving, learning, conceptualising and remembering, as a whole understanding all the aspects of human intelligence that are used to make sense of the world. Cognitive development is purely concerned with intellectual functions that can be studied individually from socio-economical functions (Atherton, J. 2010) Cognitive structures are patterns of physical or mental action which correspond to the stages of child development. Both Piaget and Vygotsky believe that children’s cognitive development takes place in stages. However Piaget was the first to show that children go through different stages of cognitive development. According to Piaget there are four primary development stages, these include: sensorimotor, preoperations, concrete operations and formal operations. The sensorimotor stage ranges from 0 to 2 years; this is where intelligence takes the form of motor actions. By the actions they perform in their environment through sucking, watching, biting and a number of other responses they may perform. According to a test undertaken by Piaget the child will look for an object that s/he has seen being hidden, this occurs when a child is around 8 months old. Intelligence in the pre-operation period consists of 2 to 7 year olds. At this age the children are capable of using symbols such as words and images to make sense of the world, imaginative play is used and they can tell the difference between fantasy and reality. The child can see a situation from another person’s point of view, this is known as egocentrism. According to Piaget, the egocentric child thinks that others see, hear and feel exactly the same as s/he does. REF! bbc article The cognitive structure during the concrete operational stage consists of 7 to 11 year olds. Children need a number of mental operations such as classification and conservation so they can mentally manipulate symbols in different ways. Conversion is when the child has to ability to understand that redistributing material does not affect its mass, number or volume. By the age of 7, the child should understand that when a liquid is poured into a glass of different shape or size the quantity of liquid remains the same, only the appearance changes REF. The final stage is the formal operations which consist of 11 to 15 year olds. At this age children are capable of mental operations including abstractions and logical reasoning (Schaffer 2004, p.168). The mind of a child who is 11 years or older can carry out mathematical calculations, be creative, have accurate reasoning and imagine the outcome of specific actions REF. After analysing Piaget’s theory, I believe that his four stages of development and the structure of teaching is closely linked. The sensorimotor stage fits in to the early years foundation stage (EYFS) where children mainly learn by playing and exploring the facilities around them. In the nursery and reception classes of the school, the children have a variety of continuous provisions areas within the classroom that relate to the real world such as shops, post office and kitchens. This allows the children to explore role play and discover real life situations. Tasks are set up to allow the children to explore freely whilst the teacher observes the children’s involvement in the activity (EYFS, 2010, online). This relates to the principle of ‘enabling environments’ in the EYFS themes: ‘The environment plays a key role in supporting and extending children’s development and learning (EYFS, 2010, online). The second stage links to children who are in key stage 1 (KS1). The ch>GET ANSWER