Piaget's Compare And Contrast Cognitive Development

roof repairmen, beauticians, mailmen, sidewalk vendors, women who ironed clothes for a living and the like.
She found that the main stressors of children come from seeking attention. If the child could not have the attention that he/she wants from parents and other family members, then he or she may experience stress. Aside from the need for parental attention, the children also reported the need for attention from other people.
Education came as a concern or source of stress after attention. Children viewed their education as their road to attaining a higher status in life or as a source of social mobility. After education came parents. On further elaboration, reference to the parents meant marital fights, father’s philandering, drinking or hurting the mother physically are all of which the children were stressed about.
The observation that poor urban children are more concerned with attention is congruent with the results of a

He said that according to Piaget, the developing child is always reaching for the state of equilibrium, or balance, so that the inside schemes match the outside facts. This balance is accomplished through assimilation and accommodation. If the child is presented with many new stimuli that do not fit easily into some existing concepts or categories, new categories will be formed. In other words, if a child is faced with a problem, he or she has the ability to develop resilience to achieve homeostasis.
The first stage in Piaget’s development theory is called the sensorimotor stage, and it lasts from birth to two years of age. Early in this period, the child uses the reflexes it was born with to categorize objects and events in the outside world. Later in this period, the child will use voluntary movements to gather and store useful information about the environment. The child uses responses to explore and create sensory