Cognitive Theory Of Cognitive Development

Childhood Development through a Cumulative Approach

Bindiya Vallabh

CHLD 112

Abstract:

A child’s life is can be characterized by both qualitative and quantitative growth and in terms of how nature and nurture can shape and define the life of a child. Careful evaluation of these qualities can provide insight to the physical transformation of the body and to the maturing of the mind in both mental and emotional processing. Equally intriguing is the pace of this growth which is unique on an individual level but can be assessed on a categorical level. This philosophy, taking into account the various stages of growth in both qualitative and quantitative terms, the roles of nature and nurture influencing the growth,

The base of Vygotsky's theory rests on the idea of internalization where development proceeds mainly from the absorption of information from a specified social environmental context. An example of a specific social environment is a school where children can learn from observing the interactions of others (e.g. teachers and peers) and through their own interactions within the environment (e.g. a specific problem “math problem”). A key concept is the zone of proximal development (ZPD) which Vygotsky states "is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers." Cognitive growth is accomplished when a child is able to solve problems more independently through continued practice and mentoring. In this fashion, the development of the child is continuous as there is quantitative evidence of the growth being accomplished. The quantitative evidence can be as simple as child’s progression through a math problem where they build upon the ideas of addition and subtraction to multiplication and

These eight stages develop out of crisis and are as follows:

Stage 1 - newborn to 1 year old facing the crisis of trust vs. mistrust

Stage 2 - toddlers of age 2 facing the crisis of autonomy vs. shame

Stage 3 - children age 3-5 years facing the crisis of initiative vs. guilt

Stage 4 - children age 6-12 years facing the crisis of industry vs. inferiority

Stage 5 - adolescents age 12-20 years facing the crisis of identity vs. role