Development of an individual's ability to learn and master intellectual skills is the focus of cognitive development theories.Intellectual growth is defined by overall biological and psychological advancement as affected by the surrounding environment…
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Cognitive development is related to socialization. A child's ability to judge social relations and gain sense of morality are largely dictated by his intellectual readiness and interaction with his environment (Levitt, n. d.)Cognitive development theory focuses on the following concerns: the specificity or generalizability of domains in cognitive ability changes; the occurrence and rate of change or the existence of qualitative different stages; the processes occurring in physical or psychological aspect of an individual; and the factors affecting development.Cognitive development theory makes sense of one's environment and physiological conditions at which an individual interacts and functions to provide a system by which the process of learning and teaching might understood and controlled for maximum and optimum cognitive development.On the nature and development of intelligence, cognitive theorists particularly Jean Piaget and Lev S. Vygotsky both consider "the role of environmental factors in shaping the intelligence of children, especially on a child's ability to learn by having certain behaviors rewarded and others discouraged" (Encyclopedia of Childhood and Adolescence). Piaget believed that development proceeds from the individual to the social world.Piaget believes that child's knowledge is composed of schemas, or knowledge units, which serve as basis for organizing past and new experiences. These schemas are continuously defined and redefined through "assimilation" and "accommodation". According to Piaget, learning and understanding concepts can only happen when new things are incorporated into old and previously learned concepts. Otherwise, the schema will change to accommodate new knowledge. According to Piaget, cognitive development is a result of learning. Development occurs due to continuous incorporation of things from previous personal experiences. Learning is individually oriented. Development precedes learning. Piaget believed that intelligence arises progressively in the baby's repetitive activities. Vygotsky, in contrast believed that instruction is necessary to attain development. Vygotsky believed that development begins at the social level and moves towards individual internalization. Social and cultural factors are important in the development of intelligence. Through "scaffolding", an adult guided activity, a child learns new things gradually until he reaches new level of understanding. Unlike Piaget, Vygotsky believed that learning precedes development. Vygotsky might have been aware of instances when a child has understood a concept before they can demonstrate their understanding of it. This happens when a child's motor skills are not yet advanced enough or their language skills are not sophisticated enough to indicate their knowledge and mental processes, hence adult guided instruction is recommended to attain development (http://social.jrank.org/pages/145/Cognitive-Development.html). Both theorists however agree that development may be triggered by cognitive conflict. Any change in learning skills and knowledge can only happen if the learner has realized the difference and inconsistency with his existing understanding. Like Piaget, Vygotsky believed that children's egocentric speech was an important part of their cognitive development. They differed in their views of the purpose of egocentric speech. Piaget considered egocentric speech suggests that the child is self-centered and unable to consider the point-of-view of others. Vygotsky seen it as a
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(Cognitive Development Theory Essay Example | Topics and Well Written Essays - 750 Words - 1)
“Cognitive Development Theory Essay Example | Topics and Well Written Essays - 750 Words - 1”, n.d. https://studentshare.org/miscellaneous/1520547-cognitive-development-theory.
It is therefore, the process that involves perception, thought, and understanding of the world that surrounds an individual. Cognitive development has been studied in various ways historically. The oldest is referred to as the Intelligence Quotient that was used widely by Stanford Binet.
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.
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.
Modern day psychologists and theorists dispute the claims that have otherwise been widely accepted and in fact used as the basis of the educational structures practiced today. "Was Piaget right or wrong" is the question we will try to answer within the limits of this essay.
Piaget’s theory provided many central concepts in the field of developmental psychology and concerned the growth of intelligence, which for Piaget, meant the ability to more accurately represent the world, and perform logical operations on representations of concepts grounded in the world.
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Learning and development are two of the areas psychologists focus on while studying humans. It is with these agendas that Piaget and Vygotsky developed their theories. These theories shed light on some of the mysteries of learning and development. However, the psychologists
Children can only experience this by the sense of touch and vision. There a challenges that occur in object permanence from an infant approaching and picking something that can be harmful to his body. The sense of sight and touch is very important for a child to
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