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Theories of Cognitive Development
Theories of Cognitive Development
Emotional intelligence and Interpersonal intelligence
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Introduction: In order to survive the world around us that is fully designed on mathematical notions, young children need to acquire mathematical knowledge. Hence, this aspect when attained effectively places them in the right position to face the distinct real world of mathematics. Therefore, it is essential to acknowledge how these children obtain numeracy skills and their capabilities through the theories of cognitive development presented by many influential theorists. The following essay elaborates a chosen theory of cognitive development in relation to mathematical knowledge with a link to the Australian Curriculum to demonstrate how the document chosen allows for scaffolding of children’s learning for kindergarten students. Also, it demonstrates a comparison of the chosen theory with other theories and an explanation on which theory is best suited to the learning and teaching of math for foundation year students. Theory of cognitive development: The theories of cognitive development presented are related to the understanding and revealing of the intellectual functions and procedures concerned with the gaining, organizing and usage of knowledge. Lev Vygotsky is a social constructivist theorist that has presented an influential theory of cognitive development. He believed that the process of intellectual development occurs within young children when adopting ideas from their interactions and experiences with the social world. They experience thoughts through observation, taking instructions from adults and early involvements within their social and cultural settings. When collaborating, the child begins to implement ideas learnt from his surrounding through using a tool which is self-talk. Additionally, t... ... middle of paper ... ...pmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd Ed.). Washington, Dc: NAEYC. Copley, J. V. (2010). The Young Child and Mathematics (pp. 1-11). Retrieved January 4, 2014 from: http://www.naeyc.org/store/files/store/TOC/167.pd. Eddy, S. (2010). Theories of Cognitive Development: Lev Vygotsky. Retrieved January 4, 2014 from: http://psychohawks.wordpress.com/2010/11/03/theories-of-cognitive-development-lev-vygotsky/. Kozulin, A. (2003). Vygotsky's educational theory in cultural context. UK; New York: Cambridge University Press. Nixon, D. & Aldwinckle, M. (2005). Exploring Child Development from Three to Six Years. Chapter 4: Play (pp. 98-119). Second Edition: Thomson Learning. Westwood, P. (2008). What Teachers Need to Know about Numeracy. Chapter 3: The Development of Number and Concepts (pp24-32).
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
A contemporary of Piaget from the 1930’s, Lev Vygotsky ( a Russian psychologist and philosopher) was generally connected with the social constructivist theory. He underscores the impact of cultural and social settings in learning and supports a discovery model of learning. This kind of model places the educator in a dynamic role while the students' mental capacities naturally develop through multiple paths of discovery (Lev Vytgosky, n.d.).
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).
In this assignment the writer will compare and contrast the theories of Piaget and Vygotsky. To begin, the writer will discuss Piaget's theory of cognitive development, followed by Vygotsky's theory of cognitive development. The writer will then discuss any implications of Piaget's and Vygotsky's models for teaching and learning in the school years. In order to do this she will compare the two theories and look at any relevant evidence and research. After comparing both theories of cognitive development, the writer will do a brief summary of the two theories. Concluding her findings and how the two theories contrast each other.
Reys, R., Lindquist, M., Lambdin, D., Smith, N., & Suydam, M. (2001). Helping children learn mathematics. New York, NY: John Wiley & Sons, Inc.
In order to support children’s growth educators try to provide a stimulating classroom environment. They implement different strategies, tools and practices to help achieve this goal. Since educators play an important role in children’s development they should be familiar with developmental psychology and know of its educational implications in the classroom. There are two major approaches of developmental psychology: (1) Cognitive development as it relates to Piaget and (2) social development as it relates to Vygotsky. An educator may find it useful to study Piaget’s theory of cognitive development to help children build on their own knowledge.
Jean Piaget and Lev Vygotsky spent their lives constructing theories to explain human growth and development. Both theorists are, today, considered leading contributors to the field of developmental psychology. The purpose of this paper is to explain how a better understanding of Piaget’s and Vygotsky’s theories will provide you with a better understanding of how we ourselves learn and grow as students in today. This will be accomplished by summarizing, comparing,
Cognitive theory is concerned with the development of a person’s thought process. Cognitive theory influences how one understands and interacts with the world. Cognitive Theorist Paiget, proposed an idea that served information on the development to account for the steps and sequence of children’s intellect differently than adults. This paper will compare and contrast the 3 cognitivist theories: Piaget’s Cognitive Development Theory, Vygotsky’s Socio Cultural Cognitive Theory and the Information Processing Approach in Kermit and the Keyboard.
Reys, R., E., Lindquist, M., M., Lambdin, D., V., Smith, N., L., & Suydam, M., N. (2001). Helping children learn mathematics. New York: John Wiley & Sons Inc.
...hildren. Each is of great importance in developing an overview of the evolutionary concept of human development. Children's cognitive development has an intimate relationship with the emotional, social, and biological developments they face. All these aspects are involved in the development of the intelligence in children. 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. in the modern world today, and will continue to bear significance on the studies of childhood cognitive development for years to come.
To investigate the notion of numeracy, I approach seven people to give their view of numeracy and how it relates to mathematics. The following is a discussion of two responses I receive from this short survey. I shall briefly discuss their views of numeracy and how it relates to mathematics in the light of the Australian Curriculum as well as the 21st Century Numeracy Model (Goos 2007). Note: see appendix 1 for their responses.
Cognitive theories are concerned with the development of a person’s thought processes. To him, children think differently than adults. His theory describes and explains the development of thought processes and mental states and how these influence the way we understand and interact with the world. His theory accounts for the steps and sequences of a child’s intellectual development. His theory considers that the child passes through 4 stages. The first stage is the sensorimotor stage (birth to age 2). This is when the child learns the world through movements and sensations. They also learn about object permanence (that a thing continues to exist even when it cannot be seen). The child learns that they are separate from the people and objects that are around them and that their actions cause things to happen. The second stage is the preoperational stage (2-7 years). During this stage the child begins to think symbolically and learn to use words and pictures to represent objects. Language is at the highlight of this stage. At this stage, the child learns through pretend play but is egocentric and struggles to see things from the perspective of others. The child is still concrete about the world around them. The third stage is the concrete operational stage (7-11 years). The child begins to think more logically and organized, but still very concrete. They begin to use logic or reasoning from information to a general
Piaget And Vygotsky are two new psychologist that forces on the influential theory of cognitive development. Cognitive development is the growth of mental abilities from early childhood to the adult age. This process can help children learn about life skills and language to have a better cognitive development. They both took roles in children, roles of people in society to develop different skills. Both theories affect education in various ways for substantial growth. In this essay, I will focus on the difference in each approach, similarities and gain the better understanding of each theory standpoint.
Some factors that influence young children’s cognitive development are the environmental community in which they are engaged in. According to Vygotsky, he believed children’s thinking is affected by their knowledge of the social community. Engaging students in social groups is another factor that influence’s a child’s cognitive development, and it shows value of learning skills . According to the text, Vygotsky stated “that in order to measure a child’s intellectual skills and their changes through the course of learning and development, he believed that experiments should be conducted” (Driscoll, 2005).
Towers, J., Martin, L., & Pirie, S. (2000). Growing mathematical understanding: Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Annual Meetings of North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 225-230.