Description Of Piaget's Theory Of Cognitive Development

He believed that ones childhood plays an important and progressive role in a person’s development. He also suggested that children go through four stages of cognitive development, first the sensori-motor stage; this is characterized by the children differencing themselves from objects, mostly seen from birth to two years of age. Secondly is the pre-operational stage; this is characterized by the ability to use language and to represent objects by either pictures or words, these are features of children of ages two to seven. Thirdly is the concrete operational stage; characterized by logically being able to think about objects and events, mostly seen at the ages of seven to eleven and lastly the formal operational stage, seen at eleven years and above and characterized by the

I believe learning is continual growth in the brain's functionality in which all social practices are contextualised. Learning is not the quickly forgotten stuff that is crammed into the mind, but an insatiable curiosity that drives learners to absorb everything they can see, hear or read (Rogers, 1983). Deep and lifelong learning happens when learner develops an ability to reflect on his own thinking, becomes a self regulated learner, and builds capacity to monitor and manage his learning. I believe learning is innate (Plato, 380 BCE) but it needs development and growth by the learner. The human brain has the power to think and construct new learning through the transformation of experience (Kolb, 1984) and social interaction (Vygotsky,1934).

The task that elementary age students will have to perform is good sensorimotor skills. The reason that they need to use this task is because this will help them develop problem solving skills. In the game problem solving will be effective because you have certain task to complete. This game is connected to Jean Paiget’s cognitive development because from the game a child can development strategy development. It also helps with their development

In opposition, to this mental lid is the predominant “mentality”. This shows the ability for one to grow their mindset conditions, one has to reconstruct one’s train of thought, values, attitude and behaviour towards certain concepts, ideas or programs is inevitable (Seligman, 2002). Growth mindset occurs by changing the mindset to accept progress, one’s mindset involve will work hard to achieve this objective through positivity (Dweck, 2006) Conclusion

By overcoming their limitations, children cultivate their cognitive ability and pave the way for them to begin thinking in more abstract and formal ways. You can look at the preoperational stage as being a basis or foundation for their cognitive development all the way through to their adult years. That is why it is important for parents to encourage and support their children at this trying time, even when they are asking the same question over and over, why? By helping children to understand the world around them, you are also allowing them to reason and make their own

He/ she understands their own thoughts that are original to them, and may start to understand others perspectives. According to the stages of development created by Piaget, the nine-year-old child’s language should be far more developed than the three-year-old child. Next, a nine-year-old has more capacity for logical thinking than the three-year-old. Another reason is a nine-year-old is going to be able to understand someone else’s thoughts and opinions better than a three-year-old

Prater, Serna, and Nakamura (1999) found that it may appear that children with learning disabilities have the same number of social interactions as their peers without disabilities, but they differ in the quality of conversation. Social skills training has been predicted to help academic success. These trainings cover a horizon of social skills that can reflect over to help children with their learning difficulties. These skills include problem solving, friendship development, conversation skills, planning skills, and dealing with emotions and feelings. In addition, basic skills such as asking a question, apologizing, learning to listen, and introducing yourself to others can be such as small skill that has a huge impact on helping children have success interpersonally.

Theory of mind is probably one of the most significant developments in early childhood social cognition. “Theory of mind” refers to our understanding of individuals, each with his or her mental states – such as feelings, motives, wants, and thoughts. They use the theory of mind to explain our behavior towards others, by telling them what we think and want. Also, how we interpret other people’s talk and behavior by being conscious of their thoughts and wants. This study is essential to human development because it helps us understand how children think when it comes to other.

Fast-mapping aids the language explosion by making fast vocabulary acquisition. Children hear a word once and promptly place it into a category in their psychological language grid instead of attempting to figure out the precise meaning of a word. How does overregularization signify a cognitive advance? Overregularization signifies

Insecure attachment affects a child’s brain development which in turn impacts interactions with others, resilience, confidence and the ability to explore their environments. Insecure attachment contributes to “cognitive vulnerability to depression, specifically, dysfunctional attitudes.” (Lee & Hankin, 2009). Some characteristics of an insecurely attached child includes the inability to deal with stress, low self esteem, a lack of self control, and pseudo-independent behaviors. These children often behave as if they know that adults are inconsistently available.

The main form of child maltreatment is neglect, which can result in lifelong consequences (Naughton et al., 2013). Neglect refers to a child’s caretaker failing to meet the needs of a child that are required for the child’s physical, intellectual, and emotional development (Sylvestre, 2010). The American Professional Society on the Abuse of Children describe psychological maltreatment as “patterns of damaging interactions between the parent-carer and child through acts of omission or commission, acknowledging that emotional neglect and abuse have equally damaging effects on the child” (Naughton et al., 2013). The caretaker is inattentive to the child’s emotional needs, nurturing needs, and emotional well-being.