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3 features of Piaget's theory of cognitive development
Strengths and weaknesses of Piaget's theory of cognitive development
3 features of Piaget's theory of cognitive development
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Observations of a young child’s behavior have seen to be beneficial to the observer because it allows the observer to determine what that specific child is interested in and how they react to certain situations. For my observations I observed two children who were both the age of three, one being a boy and the other a girl. One interesting fact about the little boy is that he is autistic and that these children happen to be cousins. This observation was made during a huge family get together and there were other toddlers present as well, however I’m only focusing on the young boy and girl. While observing the little girl for the first part of my observation there were quite a few characteristics that stood out to me. One of those being that shame and doubt stage, The reason for this is because she has already developed a healthy sense of who she is and that she is her own person. This was seen when she would tell her other cousins what to do and was seen in her independence when she wanted to eat by herself. She understands that she can do it herself and doesn’t need help from anyone. As well she fits in Piaget’s preoperational stage because she already speaks full sentences, also she’s capable of symbolic representation which was seen when she played with her cousins. One more observation viewed was when she became increasingly upset until she got her way to feed herself without any assistance, this demonstrates Freud’s theory of ID, which is the pleasure principle.The little girl knew that if she became upset all of a sudden and started to misbehave a little she would eventually get her way with her father. When it comes to the young boy he fits more into Erikson’s trust vs mistrust stage, since he’s still learning who to trust when it comes to adults. This was seen when he’d be fine with adults that he already knew and when it came to adults he never met before he would become very timid or uncomfortable. Also, he hasn’t really created a sense of self because he tends to follow others and search for guidance in order to see what to do. Even though he’s three just like his cousin, his autism has slowed down some of his cognitive development. This is also seen in the way he communicates because although his cousin is quite talkative, he hasn’t been able to talk yet. By using Piaget’s theory of cognitive development one can see how the child uses accommodation to communicate, since he can not speak yet. In order for him to communicate with others he point or uses hand gestures to
For less than two hours, I observed the grandson of a visitor at my aunt’s home.
Erikson’s psychosocial stages generally occur with important age related events, presenting the individual with a conflict, or question to be answered. For example, the first stage (birth to two years of age) presents a crisis of trust vs. mistrust coinciding with the important event of feeding. In this stage a child develops a sense of competence (or lack of) over their ability to trust others.
During this assignment, I needed to observe infant/toddler from birth to 36 months. The observation was for 30 minutes while the infants interact with the world. While the observation, I created a running record observation to keep track of the developmental domains. The observation took place in the ECE classroom. There were three children which were Charlotte, Loui, and Benjamin. They were placed in the center of the class where there was different kinds of toys. During the observation, Charlotte and Loui were interacting with one another. However, Benjamin wasn’t interacting at all. Loui interacted with classmates and went outside the circle to get some toys.
Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.
In infancy, the symptoms may be subtle and almost unnoticeable or optimistically disregarded by parents, but it is usually clear by age two or three that something is wrong (Baranek, 1999). Autistic infants have little interest in others or understanding of their needs and feelings. They do not maintain eye contact and seem barely able to distinguish their parents from strangers. They ignore other children and prefer repetitious, solitary play, such as staring at revolving objects. Their air of detachment and drive for solitude sometimes create the impression that they come from or live in a world not ours, and it has been suggested that autism is the source of stories about children who are fairy changelings (Harrison, 1996).
Child observation is relevant in social work because social workers deal with problematic situations, in which students have the opportunity to observe and reflect the characteristics of a child’s development in terms of physical and mental change. Observation has an important role in children’s play it shows the development progress as well as the child’s thinking about events.
The second stage is autonomy verses shame and doubt. This occurs from about 18 months of age to 3 years old. The basic virtue of this stage is will; can they do things on their own or do they require the help of others? Erikson believed that children around this age wanted to develop a greater sense...
Erikson developed the eight psychosocial stages of which the first 3 stages: Trust vs. Mistrust, Autonomy vs. Shame and Doubt, Initiative vs. Guilt affects a child’s development. A child’s relationship with his caregiver is very important because if a child doesn’t have a good relationship, and is constantly shamed for doing things and not succeeding can affect the child overall. For example, a child in his preschool age (3-5) who is trying to help his mother clean, but is too slow a mother could stop him and prevent him from and this will cause a child to be fearful of doing things because he was never permitted to do something on his
This essay addresses seeks to evaluates diverse parenting approach by a parent-child observation. From observing developmentally appropriate and inappropriate interactions with the parent and child, I will learn how parents teach, guide, and influence their children. First, I will briefly describe basic Information of the child and parent that I have observed. Next I will discuss the parent experience with transitioning to Parenthood. Throughout the essay, I will be discussing the parenting goals and beliefs, parenting challenges and reflecting on parenting from the parent perspectives. Lastly, I will discussing my observation from the parent and child interactions.
This observation took place in the children's home. As a playroom they used the living room because that is where all their toys are. For my observation I used both the siblings and their mother. During the observation I was present including the children and their mother. I am not related to those children. I happened to meet them a couple of times because they are related to my boyfriend. I do not see the children frequently. I will see them only when my boyfriend's family will invite us to a family get together. I did not interact with the children at all, only the mother interacted with them.
The individual that I chose to observe is a toddler. She appears to be between the ages of ten to fifteen months. She has brunette hair, wore a pink outfit on, and is of mixed race. My observation was completed at chucky cheese. She was accompanied by her mother, father, and older brother. Her brother was not that much older than her. He had to be about three or four years old. When I arrived, I had a hard time picking someone. When I first saw her she was in a teacup ride. Her father was standing close by watching her. I thought to myself, “how cute”. I knew instantly she was the one. I grew up with a father who was detached. It was nice seeing a father interacting with his daughter. At first, I didn’t know her mother and brother were there.
The first stage, which happens between birth and 18 months, is trust vs. mistrust. During this stage, an infant is confused about the world being a safe place and wonders if his or her needs will be met. As a result, the infant looks to the primary caretaker for consistent care and hope that his or her needs can be met. Erikson explains that those that receive constant care during this stage will develop a sense of trust. The basic virtue in this stage is hope. The second stage of this theory is autonomy vs. shame and doubt, which happens between 18 months and 3 years. During this stage, there is an increase in mobility and independence. Erikson explains that it is critical to allow the child to explore their limits and allow failure. The basic virtue in this stage is will. Initiative vs. Guilt that happens between 3 and 5 years is the stage that follows. During this stage, children take more initiative to engage with peers. Erikson explains that during this stage if children are given the opportunity to take initiative, they will develop a sense of security in their ability to lead. The basic virtue in this stage is purpose. Industry vs. Inferiority, which happens between 5 and 12 years, emphasizes school and friendships. Erikson believes that during this stage, children will seek approval from others by displaying skills that are valued by others. Additionally, he believes that if
Recently, I went to The Happy School, a preschool in my hometown of Smallville, California, to pass the morning with the students there. In the time I spent there, the children, ages 3 to 5, engaged in unstructured play, and sat in a circle for calendar time and reading aloud. The preschool is primarily child-centered in terms of its organization, meaning it incorporates a lot of child directed activity, and less structured, or adult directed, learning (Berk, 2008). I watched the group of about twenty children with the intention of studying them as a whole, but I found myself compelled to watch two children in particular, Addison and Jack, because they displayed particularly intriguing behavior. (p187) THESIS, what behavior, theories etc.
Out of the eight stages, the first four play a key role in developing ego identity (Gordon & Browne, 2014). Stage one is trust versus mistrust which occurs between birth and a year (Gordon & Browne, 2014). Erikson describes two levels of trust; the first is that significant adults will be present to meet their needs and the second is that they will believe in their ability to make changes and cope (Gordon & Browne, 2014). The characteristic for stage one is hope (Gordon & Browne, 2014). Stage two is autonomy versus doubt which occurs between 2 years of age to 3 (Gordon & Browne, 2014). In this stage the child learns to manage and control impulses and use motor and mental skills (Gordon & Browne, 2014). Willpower is the characteristic that best goes with stage two (Gordon & Browne, 2014). Stage three is initiative versus guilt which occurs between ages 3 to 5 or 6 years (Gordon & Browne, 2014). During this stage the child develops a sense of purpose and adult interaction is necessary for a positive outcome during this stage of life (Gordon & Browne, 2014). Purpose is best used to describe this stage in Erikson’s theory of development (Gordon & Browne,
Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009).