On the contrary, cognitive development is motivated by interaction with people such as teachers and parents in Vygotsky’s theory (Vygotsky,1978). He claimed that individuals are likely to gain more cognitive functions with appropriate assistance and
As I discussed above, Piaget believed that all children sought out information and they would naturally develop these abilities but Vygotsky presents a more logical theory. As children, our interaction with our surroundings and the people around us shapes how we develop. “According to Vygotsky, language is the basis for cognitive development, including the ability to remember, solve problems, make decisions and formulate plans” (Martin et al., 2010). When young children below the age of seven would say words to themselves, Piaget saw this as an egocentric and non-social act whereas Vygotsky saw this is an early learning and memorisation process. Once the child reached a certain age (middle childhood), they would stop talking to themselves thus developing what he called an “inner speech”.
In this essay, I will be discussing about Piaget’s theory of cognitive development, as well as Vygotsky’s zone of proximal development. After which I will evaluate the effectiveness of individual work and peer collaboration as a learning strategy. I will also be offering my opinion on the collaborative learning process and how children should be grouped. Piaget’s theory of cognitive development focuses on the four different stages of normal intellectual development ranging from infancy to adulthood. It highlights the natural developments of a child’s cognitive process and how they gain knowledge.
Many researchers in their own opinion agreed that many children abilities overlap. (………………………………….). Consequently, Piaget rigid age-related stages thereby make Piaget’s hypothesis inaccurate. Furthermore, in a study conducted by (Kuhn et al., 1977) suggested that only 30-35% of high school student could achieve Piaget’s (formal operations stage of cognitive development. This implies that Piaget’s idea of one cap fit all was inaccurate, therefore he was criticised for not considering and focusing on individual’s child, because children are individual they achieve intellectual ability at different stages in life.
Piaget’s Theory Piaget’s (1936) theory of cognitive development explains how a child constructs a mental model of the world. Cognitive Development Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. To Piaget, cognitive development was a progressive reorganization of mental processes resulting from biological maturation and environmental experience. Piaget’s Views He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, and then adjust their ideas accordingly. Piaget claimed that cognitive development is at the center of the human organism and
Body Jean Piaget was a biologist and psychologist who was born in Neuchâtel, Switzerland, on 9th August 1896. He is also known as a clinical psychologist known for his pioneering work in child development. Jean Piaget gave an abundant importance on children’s education. Numerous people were influenced by Piaget’s theory and research. The systematic study of cognitive development was first made by Piaget.
However, Vygotsky believed that it was adults and the child’s peers, which had the obligation in sharing their greater collective knowledge with the younger generations. He did not believe it was feasible for a child to learn and to grow individually and the culture and the environment around the child played a major role in their cognitive development (Flanagan, 2001). He also believed a child was unable to develop the way he or she has without learning from others in the environment in which they were raised. In contrast, Piaget maintained that children were naturally inquisitive about their own particular abilities and about their own environment (Jarvis, Chandler , 2001) and that children advanced their knowledge because of biologically regulated cognitive changes (Flanagan, 2001) . Whereas, Piaget believed that a child was only possible of learning of procedures in each stage at any time (Flanagan, 1999) and overlooked the role of the child’s activity with relation to thought processes.
Cognitive Theory Humans question why things occur the way that they do. Piaget was an individual who pondered these concepts. Jean Piaget developed an orderly theory in which he outlined the cognitive development in children. He developed the cognitive theory which I will apply when assessing a child. In this piece, I will be observing a young boy (KS), and see if his way of processing and integrating information is true to Piaget’s cognitive theory.
Since it characterises cognition over long periods, it is illustrative and stable (Kail, 2004). His theory has also been the subject of various research projects done by psychologists in the field (Corman & Escalona, 1969). It has been subjected to much criticism, as certain people may believe that it is too rigid, and does not take into account the cultural aspects of development, as observed in Vygotsky’s theory of cognitive development. Piaget’s theory, however, as previously mentioned, is a more universally applicable view of development and cognition (Corman & Escalona, 1969). It is not limited to certain geographical areas, or ways of thinking.
Piaget’s Theory Piaget’s cognitive development theory analyses the growth of children’s development for thinking and intellectual. In fact, American Psychological Association (2015) refers to cognitive development as the ‘The development of processes of knowing, including imagining, perceiving, reasoning, and problem solving’. This essay analyses Jean Piaget’s theory of cognitive development. In addition to this, Piaget’s key concepts will be discussed which include; children and young people construct their own knowledge, individuals possess their own mental templates, equilibration and the stages of cognitive development that children and young people undertake will be investigated. Further to this, a critical reflection will be constructed