The Basic Premises of Cognitive Development Theory - Essay Example

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 different manner differentiates them from each other. This is what helps a child learn, a student study, an adult to form relationships and so on. The very basis of forming friends is that their thought processes match and they can get along well. Many scientists today have proven the fact that cognitive development starts at the very beginning, that is, the womb. Fetuses are able to understand sounds. A newly born baby can recognize its parents and know when it is safe and when it is with a stranger. Their brain can recognize when the body is hungry or the baby needs a diaper change, leading the baby to communicate via crying. (online, 2004) Many theorists have developed theories that describe the stages of cognitive development and the way human’s link and process information. Such as Piaget, Vygotsky, Gesell and Spock. Piaget vs. Vygotsky Lev Vygotsky, a Soviet psychologist, and Jean Piaget, a Swiss developmental psychologist, are very well-known for their tremendous contributions to the cognitive development theory. They believed that the way children grow mentally, from an early age to adulthood, play a vital role in their ability to learn and comprehend. They gave a lot of importance to this theory and urged teachers to learn how to implement tactics that would help and enhance the cognitive development process. Both psychologists based their theories on the concept of ‘constructivism’. Constructivism or learning theory, a part of epistemology, is a theory which states that understanding is brought by linking ideas with behavior or basically mental construction, just like joining the dots. They also believed that communal influence set the precincts for cognitive enhancement. However, these were the only similarities between the two. Piaget assumed that cognitive development was influenced by an individual’s environment, children learn through interaction with their surroundings, and that development preceded learning. He believed that development was universal throughout all cultures. Vygotsky on the other hand believed that a person’s culture and historical background played a major role and the influence of one’s peers played a great role in the way one learns. Piaget did not believe that social interactions had anything to do with cognitive development and that a child had to explore on it’s on to discover new things. (Davison) Comparing the two theorist’s stages of development Piaget is said to have discussed four set stages of the cognitive development theory for each human being from childhood to adolescence, whereas Vygotsky hasn’t defined any clear cut stages, but has just discussed some aspects of cognitive development. Piaget’s first step towards cognitive growth is from when the child is born till it is two years old. This stage is also known as the sensorimotor stage, where children learn mainly through physical activity (crawling) or rely on their basic instincts (such as sucking, crying). But Vygotsky believes that the most important step is of private speech. He believed that it is essential for children to talk to themselves, so as to reason, analyze and understand better. The second stage, according to Piaget, is the pre-operational stage, which occurs when the child is from two to seven years old. In this stage children are said to be involved with themselves, i.e. they believe that the whole world revolves around them and that everyone thinks the way they do. Vygotsky believed in the zone of proximal development. This idea stated that children could not do everything on their own and they need assistance from others, i.e, they should not be left alone. This would help them achieve maximum learning. But Piaget had a third stage as well, the concrete operational stage. This stage states that during the ages of seven and eleven, the child begins to analyze, deduce and scrutinize information. The final stage of Development according to Piaget is the ability to master the art of abstract thought, i.e, use symbols to evaluate certain problems. However, Vygotsky simply believed that to reach the final aspect of development, one must be encouraged and assisted by others. This, eventually, helps them to become more confident and self-sufficient. (Slavin, 2006) Classroom Applications of both the theorist’s concepts Each Scientist provided a vast amount of insight into the area of cognitive growth. Such discussions helped teachers improve the classroom atmosphere and their teaching methods, so as to enhance each child’s learning process. From the very beginning from pre-school, to college. At pre-school, teachers could outline activities, based on the fact, that at that age children tend to be ego-centric, as stated by Piaget. So talking to them on that level could help them understand better. Also, when a child would interact with other students he’ll be able to understand and respect viewpoints, other than their own. (Pearson Education, Inc, 2010) Similarly, applying Vygotsky’s theory, children in the first or the second grade should be given assistance in things that they want to do but find difficult. Such as pronouncing words to help them read a book, or assisting them in tying their show-laces. Students at junior-high, such as eight 7th graders, should be taught math problems, using variables and other symbols, so as to enhance their abstract thinking skills. Acquiring this skill is considered an achievement by Piaget and not all are able to get a grip of this level completely. Also encouraging students for good work helps motivate them. And studies have proven that motivation leads to greater learning. Employing Piaget and Vygotsky’s theories to the classroom could help children obtain wisdom at an early and hence, grow up to be smarter individuals. Works Cited Davison, B. (n.d.). Piaget vs. Vygotsky: The Cognitive Development Theory. online, A. P. (2004). Cognitive Theory. Personality synopsis. Pearson Education, Inc. (2010). Cognitive Development in the Preschool... . Slavin, R. E. (2006). Educational psychology: theory and practice. Pearson/Allyn & Bacon. Read More