RELEVANCE OF PIAGET'S THEORY OF COGNITIVE DEVELOPMENT IN THE SELECTION OF INSTRUCTIONAL MATERIALS FOR SOCIAL STUDIES' BASIC 1-9 TEACHING-LEARNING PROCESSES

Abstract

The aim of teaching is to communicate the content of instruction for learning to take place. Achieving this requires competence in the process of exposing the learner to the content. In this enterprise, the method of teaching and the materials to aid learning work together to determine how well the objective of teaching is realized. Therefore, this paper examines the relevance of Piaget's theory of cognitive development for selection of instructional materials for the teaching and learning of Social Studies.Textual analysis of the qualitative method research was used in explaining the relevance of the theory in Social studies teaching-learning processes. From this study, it was realized that the materials required to properly aid learning differ from one level of age to another. Also, it was impressed that at all these age differential learning, the learner should be allowed to interact with materials that can aid learning as individuals and in groups and so on. Consequently, the paper recommends that teachers should provide materials that would involve students in rich experiences at their level of development because to do this is more likely to provide a better foundation for later stages of cognitive growth.Social Studies teachers should take every opportunity to select materials that can be used to point out similarities, equivalents,opposites, relationships and other group structures if they want their pupils to acquire the art of generalization and skills in handling concepts in increasing complexity.