Free

Cognitive Development and Limitations - Essay Example

Comments (0) Cite this document
Summary
The learning emphasis of children ages three to five should be placed on academic work rather than social skills or self esteem. Children of this age group may seem unready to learn on an academic level, however, they just are at a lower level stage of mental development…
Download full paperFile format: .doc, available for editing
GRAB THE BEST PAPER93.1% of users find it useful
Cognitive Development and Limitations
Read TextPreview

Extract of sample "Cognitive Development and Limitations"

Preschool Children: Cognitive Development and Limitations October 24, 2005 The learning emphasis of children ages three to five should be placed on academic work rather than social skills or self esteem. Children of this age group may seem unready to learn on an academic level, however, they just are at a lower level stage of mental development. "According to Piaget, spoken language does not bring with it a mature rational intelligence: it assist but is distinct from logic." (Boden, 46). A child born deaf and unable to talk will still gain cognitive skill in the same manner as other children. Jean Piaget was a Swiss psychologist that did research in developmental psychology. He developed a cognition theory that has four stages of development that a person progresses through as they learn and grow. These four stages are sensory motor, preoperational, concrete operational, and formal operational. Through research and testing, Piaget placed an age group on each of the stages. Three to five year olds fall within the preoperational stage of development. Placing emphasis on academic work rather than social skill and self-esteem will help children progress through each stage of cognitive development.
There are a few aspects of the preoperational period conducive to academic work. These aspects are symbolic function, deferred imitation, and qualitative identity. "Symbolic function is the ability to use one thing as a symbol to represent something else." (Vasta et al 268). For example, a child uses an empty box to represent car that the child is driving. They can also use words to represent that they are a cat by meowing or saying they are a cat. This developed skill can be used in the learning process for academic work. It can help lay the basic foundation for reading if the teacher cuts the letters of the alphabet out of Styrofoam and teaches that each piece represents a particular letter. The child will be able to feel and manipulate the shape and develop a representation of the shape with the letter. The teacher can also develop representation by associating words with pictures to increase vocabulary, which in turn will also help increase social skills as well as academics. Deferred imitation is when a child observes an action by someone and then imitates that action sometime in the future. For example, mommy swept the floor yesterday and today her three year old is imitating her mother sweeping the floor. Deferred imitation proves not only the development of memory, but also the ability to learn by observation. Qualitative Identity is when a child knows that something is not changed even though it appears different. For example, a parent gives the child cheerios and then crushes the cheerios; the child will know they are still cheerios even if they are crushed. However, there is a limitation to this cognitive skill. A preoperational child has a lack of conservation. For example, creating two rows of cheerios that are spread evenly will cause the child to know they are of the same quantity. However, if one row is spread out, the child will believe that longer row has more cheerios than the shorter row even though they have the same number. Conservation goes along with centration. Centration is when a child only focuses on one aspect of the problem. In the case of the cheerios, the child was only focusing on the length of the line of cheerios instead of taking into account the number of cheerios as well. Conservation can be built upon by letting the child manipulate different objects, like clay, that can change shape and length without affecting quantity or volume.
Other cognitive skills that attribute to the academic work of preschoolers are egocentrism, class inclusion and serration. "Egocentrism is the inability to distinguish one's own beliefs from another's." (Vasta et al G-2). Children assume that a listener has all the same information that they have. This view of the world makes it difficult to understand the child when they are telling someone about their day. This is a limitation to learning because a teacher may have a hard time deciphering what the child is trying to get across to them. Class inclusion is when a child knows that similar things have differences but they can belong to the same group. Children in the preoperational stage may be able to group things that are similar together but will not understand that they can belong to other groups or a bigger or smaller group. For example, a child puts all the shape in groups by their color. However, the child doesn't understand that you can also put the shapes together by shape and color. Seriation goes along with class inclusion. Seriation is the ability to place thing in a quantitative order. Children of this stage will fail in an attempt to order things by size but may be able to make groups of small, medium and large.
By studying the cognitive skills proposed by Piaget, we will be able to understand what to expect from our preschoolers. We will understand that the child has a lack of conservation if they think that a sibling has more food then they do. We will also try to understand what our preschooler is trying to say to say to us instead of getting frustrated because the child is assuming we know what they are trying to say because of their egocentric view of the world. By understanding Piaget's cognitive theory, teachers can teach to a child's mental capacity and parents can also be more understanding and compassionate with their children as the learn and grow.
References
Boden, Margaret A. (1979). Jean Piaget. New York: The Viking Press.
Vasta, R., Haith, M., & Miller, S. (1995). Child Psychology: The Modern Science. New York: Von Hoffmann Press. Read More
Cite this document
  • APA
  • MLA
  • CHICAGO
(“Cognitive Development and Limitations Essay Example | Topics and Well Written Essays - 500 words”, n.d.)
Retrieved from https://studentshare.org/education/1503487-cognitive-development-and-limitations
(Cognitive Development and Limitations Essay Example | Topics and Well Written Essays - 500 Words)
https://studentshare.org/education/1503487-cognitive-development-and-limitations.
“Cognitive Development and Limitations Essay Example | Topics and Well Written Essays - 500 Words”, n.d. https://studentshare.org/education/1503487-cognitive-development-and-limitations.
  • Cited: 0 times
Comments (0)
Click to create a comment or rate a document

CHECK THESE SAMPLES OF Cognitive Development and Limitations

Piagets Cognitive Development

...?Case Piaget’s Cognitive Development Mrs. Arling is handling a very active kindergarten Her are very demanding and insistent of their own understanding of things. The children, with their young age, insist on what they want and how they believe in things. Mrs. Arling’s classroom techniques focus on teaching the kids options and decisions although sometimes this creates conflict since they want to do things their own way. Some children have the ability to compromise although it needs persuasion from their teacher. Analysis The scenario in Mrs. Arling’s class shows how children’s cognitive thinking are different from that of an adult’s. Their knowledge and belief is based on what they see...
5 Pages(1250 words)Essay

Cognitive development theory

...? ADULT DEVELOPMENT ANALYSIS Cognitive development theory Cognitive development refers to changing of thinking patterns over time (Dunkel & Sefcek, n.d). Jean Piaget came up with four stages in cognitive development, which are related to age. The theories focus in childhood, but they have had considerable influence on further research conducted on adult theories. There are two perspectives in adult cognitive development. These are contextual and dialectical thinking. Dialectical thinking is shown, by reasoning and discussion, to create a meaning of the complexities and contradictions...
4 Pages(1000 words)Essay

Cognitive and Language Development

...Cognitive Development When a child is born, he or she would already have over 100 billion neurons or brain cells, enoughto last a lifetime, and no new neurons will develop after birth. Neurons are connected to each other with synapses which form the wiring of the brain. The strength and function of these connections are largely determined by the child's early experiences, thus supporting the theory that stimulation affects early brain development. The number of synapses peaks to around 1,000 trillion before a child reaches one year old, decreases to around half by age 10 and either decreases or increases towards adulthood. These synapses work on the principle that if the...
2 Pages(500 words)Essay

Cognitive Development and Cognitive Views of Learning

...Cognitive Development and Cognitive Views of Learning Understanding Morality Educational Psychology April 17, 2007 Cognitive Development and Cognitive Views of Learning Understanding Morality Interaction with the environment creates a child's world. Early moral reasoning is, according to Piaget, a developmental process. Reasoning determines behavior, and Piaget's preconventional level of behavior involves an "egocentric point of view." Fear of punishment and desire for rewards are factors that determine a child's behavior from 2 to 7 years old. However, at the next level, the concrete operational level of behavior-7 to 11-a child begins...
4 Pages(1000 words)Essay

Cognitive Development Theory

...Cognitive Development Theory Development of an individual's ability to learn and master intellectual skills is the focus of cognitive development theories. Intellectual growth and development are defined by overall biological and psychological advancement as affected and governed by the surrounding environment. Cognitive development theory works on the premises that the child develops socially as defined by cognitive maturation and experience and that a child actively explores not governed by habits or instincts. Cognitive development is...
3 Pages(750 words)Essay

Cognitive Development

...Jerome Bruner (born 1915) is thought of as one of the most outstanding psychologists of the twentieth century. Bruners involvement in the field of cognitive psychology made him interested in childrens cognitive development and in particular he attempted to investigate processes that underlie the learning by children of language. Bruner summarised his ideas on this topic in one of his well-known works "Child Talk: Learning to Use Language" published in 1983. Let us try to explain Jerome Bruner's account of how infants learn to speak, and discuss his account with reference to developmental psychological research into language development in infancy. For this latter purpose...
4 Pages(1000 words)Essay

Cognitive Development

...COGNITIVE DEVELOPMENT The basic premises of cognitive development theory Cognitive theory concentrates on the way an individual reacts to situations based on their thought process. It deals with the link between a person’s perceptions and the resulting emotions, sensations, behaviors and personality. And many people believe that without these thoughts humans would be devoid of any emotion, and would be just like empty vessels. Cognitive development can then be defined as the development of every human being’s ability to Deduce and analyze. The basic fact that every human being processes information in a...
4 Pages(1000 words)Essay

Cognitive Development

...Cognitive development affiliation Cognitive development Cognitive development is a process in which a child’s psychologydevelops to an extent that they can differentiate between the good, bad and clearly understand the world events. According to Belsky (2010) the psychology growth of a child depends mostly on their environment. This is both supported by Piaget and Vygotsky but the two psychologists differ in what way the environment influences the cognitive development of a child. From the Piaget’s theory of development, the researcher states that children develop from...
2 Pages(500 words)Essay

Cognitive development

...Cognitive Development Perspectives of Jean Piaget and Lev Vygotsky Affiliation Teacher preparation with regard to teaching students is a very sensitive issue and there is need to consider the cognitive development perspectives of Jean Piaget and Lev Vygotsky. These two theorists provide different perspectives about young children’s learning patterns, but they both have impacts on how teachers should prepare to teach the children. Knowing children’s cognitive development allows teachers to satisfy the learning needs of the children. This happens under the context of cognitive psychology, which is focused on studies of...
5 Pages(1250 words)Research Paper

Cognitive Development

...Cognitive Development al Affiliation) Cognitive development the psychological study of how a person thinks, solves problems, makes decisions, and understands his or her own world from childhood to adulthood (Oakley, 2004). Jean Piaget the first psychologist to develop this study explained it in four stages: Sensorimotor Stage: the child gains knowledge through sensory experiences and manipulation of objects since the motor abilities and reflexes have developed and acquires object permanence. In older infants for instance, when a toy is covered, he will continue to look for it because he knows it continues to exist (Wadsworth & Wadsworth,...
1 Pages(250 words)Essay
sponsored ads
We use cookies to create the best experience for you. Keep on browsing if you are OK with that, or find out how to manage cookies.

Let us find you another Essay on topic Cognitive Development and Limitations for FREE!

Contact Us