Perspective-taking Essay

John, 12 years old, sits anxiously on his desk, waiting for Ms Terror to hand him the result of his math test. With hands in fervent prayer, he closes his eyes as Ms Terror lays the test paper on his table. A big red â€Å"F† screams to him the moment he opened his eyes. He has expected that grade because instead of reviewing for the test, he spent the night playing internet games with Aaron. His dilemma – how can he get a good grade in next Friday’s exam when Aaron is inviting him to play again? According to Magnus Linklater (2007), peer groups are a child’s biggest influencers. This is undeniable as children believe their peers are the only ones who can understand them. But adults should not underestimate their problem solving abilities as they have a unique way of getting things done and answering their personal needs. Looking into Piaget’s cognitive development, we see that John has just entered the formal operational stage, wherein he develops â€Å"the ability to think about abstract concepts† and discovers â€Å"skills such as logical thought, deductive reasoning, and systematic planning† (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 passing 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 Aaron’s 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 Piaget’s 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 plan for him not to get another dreaded â€Å"F. † He reads his lessons few days before 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 comfortable with. But John’s interaction with his peers, Aaron in particular, should not be discouraged, as Piaget pointed out that a child’s peer interaction is not just a major source of his or her cognitive development but his or her social development as well, specifically in â€Å"role-taking and empathy† (cited in Oden, 1987). John regards Aaron as his best friend, thus sustaining their friendship allows John to know his own self and his â€Å"range of social interaction skills. Furthermore, since the two boys have passed the stage wherein they share just â€Å"physical activities† like childhood games, and they are now capable of â€Å"sharing materials, being kind or helpful† (Oden, 1987), and perceiving their friendship as supporting individuality and mutuality, John either invites Aaron to review their lessons together before playing games or asks Aaron to postpone their leisure activity until the test is done so that each can review on his own and eventua lly perform better in the test. The theory of moral development by psychologist Kohlberg, who drew inspiration from Piaget’s cognitive development, can also help answer John’s dilemma. John takes into consideration the expectations of his family, as he tries to maintain, support, and justify that studying hard for the test is the right thing to do, in accordance to the conventional level of Kohlberg’s theory. Specifically, he resorts to being a â€Å"good boy† by reviewing for the test because he knows that doing so will please Ms Terror and Mom and Dad. John’s behavior is judged by his intention, which is both good and important since â€Å"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 various perspectives, which directly or indirectly take its root from Piaget’s 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. â€Å"B† it reads.