Development is the process by which organisms grow and adapt to their ever changing environment. For humans in particular, development has many stages, which starts from what the person already has. and would then include learning from outside sources, such as things learned through experiences, social interactions, and the like …
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How Did Piaget View Cognitive Development?
Jean Piaget (1896-1980) was one of the leading developmental psychologists that mainly focused on the impact of environmental and social factors on human development, particularly cognitive development in children. His theories on how a child’s way of thinking grows and adapts through acquiring experiences through the process of interacting with nonliving things as well as by engaging in social interaction with other children or adults, was very much looked upon especially during the pre-war era. Most of the theories were to be tested as models for improving people’s learning in school or at work, but were not tested fully after World War II broke out.
In theory, development can either be continuous or discontinuous. Continuous development is related to the human development through gradual progress from infancy to adulthood. Discontinuous development, on the other hand, occurs through a fixed sequence that has discrete and predictable stages. In Piaget’s view on cognitive development in humans, the trend is rather discontinuous, and that growth is seen as having specific, qualitatively different stages. Each stage then has particular information-processing approaches that would be based on memory and language skills acquired at a certain stage. Also, cognitive growth is stimulated by what a child perceives, and that the process of learning can be enhanced by letting the child experience and discover new things suitable for his or her age.
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After a brief introduction to the basic premises of Cognitive Development Theory, this paper will compare and contrast the approaches of Piaget and Vygotsky to intelligence and its developmental stages. Classroom applications will be considered. Not all cognitive development theories are alike, but they do share some basic premises.
He wrote a short paper at the age of eleven which acted as the very beginning of his career as a researcher. He pursued studies in natural sciences and in 1918, he obtained a Ph.D. in Zoology from the University of Neuchatel (Cherry 1). He would call himself a genetic epistemologist as he was determined to discover the roots of different forms of knowledge.
His work was also affirmed by another Russian psychologist called Vysgotsky. This paper gives a critical analysis of Piaget and Vygostsky's theories of cognitive development as well as their application in social work.
Jean Piaget was one of the most influential researchers in the field of developmental psychology.
However, at the next level, the concrete operational level of behavior-7 to 11-a child begins to make choices that are dependent on how these choices affect others as well as whether positive relations with others will be maintained. Formal operational behavior from age 11 on depends on abstract ideals more than particular societal laws.
Both theories are of great importance to both childcare and pedagogical ideas.
Vygotsky thus suggests that "consciousness" is in fact the end product of socialization, rather than, as Freud et al. suggested, that social interactions depend upon the level of consciousness that has been achieved.
Several theories have been articulated on cognitive development, and researches have been made on different aspects of development in children; three of which have most significant influence on the kindergarten teaching
Erikson included child development in his classic theory and it is undisputable that this point in an individual's is significant to their development and how they develop through all of life's stages.
There are many theories and ideas regarding the process and stages of the cognitive process of child development.
The two schools of thought to be addresses in this essay are the cognitive constructivist branch espoused by Jean Piaget and the social constructionist branch espoused by Lev Vygotsky. this essay shall examine the biological view of cognitive development according to Piaget and the broader social notion of cognitive development as explained by Vygotsky.
Teachers have, therefore, adopted two of the most popular theories of Piaget and Vygotsky, into their teaching activities. Through the practices and guidelines provided by these theories, they are better placed to help their students achieve more. Development refers to any process of change and stability that takes place throughout the period of human life.
In the paper the writer analyzes cognitive development in the psychological study of how a person thinks, solves problems, makes decisions, and understands his or her own world from childhood to adulthood. He gives four stages developed by the psychologist Jean Piaget: sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage.
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