The document provides two examples of reflective writing from a student assignment asking students to reflect on themselves as learners. Both examples discuss how play shaped their learning in early childhood based on Constructivist cognitive development theory. The second example (Example B) provides more analysis by including specific examples from play and how feedback from others helped test their understanding.

1. Read the following two extracts from a student assignment in which they were asked
to reflect on themselves as a learner.
After you have read through the two examples, answer the questions below.
Example A
The first formal stage of cognitive development in Constructivist theory is
considered to be preoperational (between 2 and 7 years), in which children are
able to represent their world with symbols, that is, numbers, language,
gestures, shapes, pictures, and colour (Piaget, 1964). Although behaviour and
thinking at this stage may seem illogical to an adult perspective (Snowman,
2009), make-believe play is seen as an important aspect or hallmark of
preoperational cognitivism (Hedges, 2000). Indeed I can distinctly remember
many occasions where I enjoyed taking on the role of airplane captain or
dinosaur, for example, during play as a young child. Elsewhere I enjoyed
building with Lego even though my early designs may not have seemed logical
from an adult perspective. Therefore, reflecting on my preoperational
cognitive development I believe experiences from play shaped my learning,
consistent with Constructivist theory.
Example B
The first formal stage of cognitive development in Constructivist theory is
considered to be preoperational (between 2 and 7 years), in which children are
able to represent their world with symbols, that is, numbers, language,
gestures, shapes, pictures, and colour (Piaget, 1964). Although behaviour and
thinking at this stage may seem illogical to an adult perspective (Snowman,
2009), make-believe play is seen as an important aspect or hallmark of
preoperational cognitivism (Hedges, 2000). Indeed I can distinctly remember
many occasions where I enjoyed taking on the role of airplane captain or
dinosaur, for example, during play as a young child. During these moments, I
enjoyed acting out, or performing, what I knew about professional
responsibilities and prehistoric times. I also tested my understanding of these
things through interactions with others, welcoming feedback from others. For
instance, my mother told me that the largest dinosaurs, such as the
Brachiosaurus, were actually herbivores, so I pretended to only eat plants.
Therefore, reflecting on my preoperational cognitive development I believe
experiences from play shaped my learning, consistent with Constructivist
theory. It is important to remember in the classroom environment, therefore,
that learning is not simply the act of acquiring knowledge, but is the process of
interacting with, enquiring about and ultimately understanding the world in
which we
Which of the two examples of reflective writing do you think provides greater
analysis?
Reflective Writing

2. Specific tasks were shared out amongst members of my team. Initially, however, the tasks
were not seen as equally difficult by all team members. Cooperation between group
members was at risk because of this perception of unfairness. Social interdependence
theory recognises a type of group interaction called ‘positive interdependence’, meaning
cooperation (Johnson & Johnson, 1993, cited by Maughan & Webb, 2001), and many studies
have demonstrated that “cooperative learning experiences encourage higher achievement”
(Maughan & Webb, 2001). Ultimately, our group achieved a successful outcome, but to
improve the process, we perhaps needed a chairperson to help encourage cooperation
when tasks were being shared out. In future group work, on the course and at work, I would
probably suggest this.
Example C
Where is the description, interpretationand
outcome?

5. Answers