The cognitive process of child development and learning has influenced theorists such as Piaget, Vygtosky, Montessori, Bruner and Dewey to develop learning theories which highlight how the cognitive operation of learning occurs and how it is best achieved. The work of these theorists has become the foundation for much research and insight into how children develop on their journey towards learning. To understand how and when children begin to learn, it is important to look at why we value the process of learning, as Peller (1946) expresses, “The function of early education is to initiate, support and accelerate developmental processes, leading from child to adulthood.” It is also important to consider the environment that learning takes place in. This has been reflected in the work of such theorists as Maslow and Montessori. Maslow observed a hierarchy of needs; within this hierarchy he observed that by attempting to understand the needs of children, more children were able to achieve their full learning potential. He suggests only when basic physiological needs such as food and water are satisfied, then cognitive development can occur and the higher needs which he categorizes as 'Self-Actualization', such as remembering, understanding and problem solving can then be achieved. Although Maslow documented this Hierarchy of Needs in 1934, it is fair to comment that its principles are still applied to modern education today. For example, Government legislation now provides for free school meals for disadvantaged children of an income support background, enabling these basic physiological needs such as food and water to be met, highlighting the direct relationship between children's needs, and their learning. This was observed ... ... middle of paper ... ... made to SENCO, Special Schools or Speech therapists to aid children before their cognitive development is further hindered. To conclude, the contrasting but significant work of these theorists illustrate how learning theories developed over a century ago are still highly influential in behavior towards early childhood education. While there may be differences of opinion between theorists, on which provides the most effective learning method, many of the insights provided by Piaget and Vygotsky all have substantial elements of reasoning. The work of Piaget, Vygotsky, Montessori, Dewey and Bruner undoubtedly still determines the practice of classrooms all over the world today, they have influenced government legislation in the modern world today, and will continue to bear significance on the studies of childhood cognitive development for years to come.
In this essay I will compare and contrast the theoretical approaches, Cognitive Development and Social Learning, to children’s development. Cognitive Development is the ability to think and understand. Many theorists based their research on cognitive development within children, one of the most common theorists being Jean Piaget, who formed his ‘theory of cognitive development’ (McLeod, 2009).
Thesis statement: Theories from author’s such as Piaget and Vygotsky may be implemented into classrooms to enhance the learning experience and engagement from students. Piaget’s cognitive development theory reveals how children and adolescents can mentally create a model of the world depending on their interaction and biological maturation within their environment.
Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner.
In this essay, I will compare and contrast many aspects of cognitive development based on the theories of psychologist Jean Piaget and Lev Vygotsky. Piaget and Vygotsky are considered innovators in the field of cognitive development; their theories are world renowned and often referred to as the foundation for cognitive development r...
Child psychology, also known as child development, is the study of psychological growth of children; how these mechanisms develop from infancy to adolescence and why they deviate from one child to the next. Child development is associated with biological, psychological, and emotional diversity that occur in humans. Although there is a different advancement for each child, these developmental changes may be greatly determined by genetic factors and experience during prenatal life. The early years of a child’s life are very important for his or her health and development. Parents, health professionals, educators, and others can work together as partners to help children grow up to reach their full potential.
Piaget’s theory is one of the most influential cognitive development theories out there. Despite being conducted and challenged (as I’ll explain in the next section), the findings have been used in a number of different contexts. Based on Piaget’s observations, the ideas have been applied in classrooms, dealing with young children. But the ideas and concept at play can also tell a lot about training and development in more general.
Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from http://www.edpsycinteractive.org/topics/cogsys/piaget.html
In regards to child development, Jean Piaget and Lev Vygotsky are both highly regarded and well known for their theories. Some educators view themselves as Piagetian while others view themselves as Vygotskians. They see Piaget and Vygotsky as being vastly different. Then there are others who see similarities between the two and hold both Piaget and Vygotsky as correct in their theories. The purpose of this paper is to examine the similarities and differences between Piaget and Vygotsky and determine what can be gained by better understanding these theories.
Both have contributed to education on grand scales by clarifying cognitive development and learning styles. Although both theorists were constructivists, Piaget centered on constructive processes in the child’s mind, while Vygotsky centered on the socially constructed nature of cognitive development. Incorporating these theories in the classroom environment will capitalize on the child’s natural curiosity. Another difference between the two included Piaget’s focus on individual functioning, and Vygotsky’s emphasis on the connection between the child’s cognitive development and the influence from the child’s sociocultural environment. Piaget did, however, consider some social environment viewpoints, such as peer communication, just not as comprehensive as Vygotsky. These differences might draw an educator to model strategies after one theorist, over another. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators phenomenal suggestions on how to approach delivering lessons in an applicable method (Siegler et. al.,
Cognition is the process involved in thinking and mental activity, such as attention, memory and problem solving. In this essay on cognitive development I will compare and contrast the theories of Piaget and Vygotsky, who were both influential in forming a more scientific approach to analyzing the cognitive development process of the child active construction of knowledge. (Flanagan 1996 P.72). I will then evaluate the usefulness of these theories in understanding a child's development.
Jean Piaget and Lev Vygotsky are two very well-known theorists who emphasized the development of cognition in their theories. In Piaget’s Cognitive Developmental theory, he claimed that children go through a series of stages, which he used to describe human development. In Vygotsky’s Sociocultural Theory of Learning, he believed culture and social interaction played a role in cognitive development. Although Piaget and Vygotsky both focused their theories on cognitive development they take different stances a series of developmental issues. This paper will look at the similarities and differences between these theorist’s views on critical developmental issues, such as view of human nature, mechanisms of development, and their
Childhood is defined as the period in human development between infancy and adulthood(book). In a historical perspective, this is relatively new social construction. Early childhood most often refers to the months and years between infancy and school age children. Child development is influenced by a lot of factors. These factors influence a child both in positive ways that can enhance their development and in negative ways that can change developmental outcomes. To understand why childhood is such a crucial time in human life it is important to study the development before and after birth along with any factors that may alter life in between.
Although considered as a relatively new field of study, childhood development is currently regarded as an important field in psychology because of its implications. The early childhood stages are the most crucial times of a person's development since it is at this time that s/he learns about his/her skills, values and personality. The child also discovers his/her own identity. Swiss psychologist Jean Piaget (1846-1980) once forwarded the theory of cognitive development, where, children undergo four stages of cognitive development. Piaget claims that during this course, children develop with the combination of ‘nature and nurture.1 The child starts to process symbols in the second stage of cognitive development, the preoperational stage (Papalia and Olds, 1996). An understanding of the processes present in child development also helps family members to better understand their own roles in raising their children.
One hundred years ago, Jean Piaget (1896-1980) was a young man developing new insights about learning. He was one of a handful of constructivist-minded writers and educational theorists of the time. Learning theories open educators up to new ideas. They are necessary to expand our knowledge of how learning works. Piaget’s work is a well-tested and educators around the world should be aware of Piaget’s Theory of Cognitive development in particular because it will improve the quality of their teaching. Once a teacher knows this theory, they can plan lessons appropriate to their students’ cognitive ability and build upon students’ earlier knowledge in a constructivist way.
As I personally take the time to have a reflection over the course of “Child and Adolescent Development” I find myself intrigued with the amount of knowledge I gained during this course this semester. I wanted to take the time to concentrate on three specific areas in which I felt I had the most growth, but also came as a challenge to me as well. It is important when reflecting over a course that I look at what I found to be challenging, as this was an opportunity of growth for me individually. In this paper I will review some of the main topics that I found to be interesting but also resourceful for my future aspiration not only as a family life educator but also a mother one day.