The Piagetian Child Development Theory - Essay Example

The reason is that children take in fresh information, and then they adjust the beforehand existing categories of knowledge, to comprise the recent information, and this process is more of assimilation.

Furthermore, the process by which children attain knowledge and skills is rather subjective, since they tend to adjust experience and information to blend in with their pre-existing beliefs. That is why development is discontinuous and occurs in every stage of child development. Determinants of DevelopmentThis argument of nature vs. Nurture, does not add up, since there is no evidence substantiating how much of what individuals are, is really determined by their DNA, and on the other hand, by their life experience.

What seems clear is that both nature/genetics, and nurture/environment, plays a role in development. The reason is that nature endows individuals with inborn capabilities plus traits, whereas nurture assumes the genetic tendencies, and then subsequently, shapes them as they gain knowledge of things and matures (Lombardo, 2005, p20). Theories of InfluenceI am influenced by certain concepts or theories while omitting others since development is not about individuals as such but in relation to how people create relationships, which mutually sway each other.

Furthermore, I am not always satisfied by simply knowing or observing the behaviours, as well as capacities of other people in general, since I also want to carry out matters with my own knowledge. Therefore, I engage with others in additional activities, which broaden their interests, causes, and abilities. Hence, I need to connect with others through interacting, relating, or stirring their lives in precious means. There are certain development theorists, notably Freud, Piaget, Erik Erikson, and Lawrence Kohlberg that I agree with.

Firstly, Piaget, cognitive development theory is correct to argue out that, acquiring new information is based on thinking, and that the difference between grown-ups and children thinking and processing, is qualitative, but not quantitative. Hence, Piaget was right to presuppose that development is basically unidirectional. On the other hand, Kohlberg was right to argue that children develop some psychological understanding, which then intensifies their understanding of human needs, and as a result, contribute empathy towards others.

Erikson psychosocial theory of child development is precise, by showing that there is a correlation between personality growth of the child and parental plus societal values. Therefore, these assumptions and theories concerning childhood development are straightforward and very substantial (Meggitt, 2006, p156). The theory which best reflects my own theory of childhood development is Piaget cognitive development theory since the theory states that development takes place in distinct, quantifiable, and observable phases.

Furthermore, developmental growth is autonomous of childhood experience, and it is instead based on general characteristics, hence development is more so unidirectional.ConclusionThe paper has discussed the main concepts in child development theories, and it offers an analytical description of the theories, notably the Piagetian cognitive development theory. Given this viewpoint, as a childhood educator, it is important to understand that education is not just about the young kids as such, but it is about how the teacher and the children create a relationship that mutually sways each other.

Therefore, it is important to perform things that indicate to the child how pleased the teacher is with the child accomplishments. Secondly, it is vital to connect with the children in additional activities, and which extend their well-being, motives, as well as abilities. Therefore, the teacher needs to connect with the children through interrelating, connecting, and touching the children lives in precious ways.