在分析皮亚杰的理论之后，我认为他的四个发展阶段与教学结构紧密相连。感觉运动阶段与早期基础阶段(EYFS)相适应，儿童主要通过玩耍和探索周围的设施来学习。在学校的托儿所和接待班，孩子们在教室里有各种与现实世界相关的连续供应区域，比如商店、邮局和厨房。这可以让孩子们探索角色扮演和发现真实的生活情况。设置任务，让孩子们自由探索，同时教师观察孩子们参与活动的情况(EYFS, 2010, online)。这与EYFS主题中的“使能环境”原则有关:“环境在支持和扩展儿童的发展和学习方面扮演着关键角色(EYFS, 2010, online)。”第二阶段链接到关键阶段1 (KS1)的儿童。孩子们用语言来表达他们的想法。学校有一个小卖部，里面有一个塑料购物篮，里面有玩具食品和塑料钱，这让孩子们可以在商店里玩和探索钱。我相信这可以让孩子们在学习和玩耍的同时达到他们能力的水平。给孩子们真实的生活环境和解决问题的能力是很重要的，因为这些技能可以应用到他们的学习中，帮助他们成长为成年人。
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 children develop words that support play with ideas. The school has a shop corner which contains a till, plastic shopping basket with play foods and plastic money, this allows the children to play within the shop and explore the money. I believe this allows the children to learn as well as play as it’s leveled at their ability. It is important to give the children real life situations and problem solving as the skills can be applied throughout their learning and help them develop into mature adults.