Name Instructor Course Date Lifespan Development: Jean Piaget and His theory of Cognitive Development Jean Piaget (1896-1980) is one of the most influential specialists in the field of child development. His love for the natural sciences grew at early age (Cherry 1)…
He was concerned with the nature of thoughts, how they develop and how this process is affected by genetics (Cherry 2). Having concluded that children think more differently than adult while working with Binet’s intelligence, he was inspired to find out how knowledge grew throughout childhood. He carried extensive research which enabled him to explain children’s cognitive development (Johnson 10). Through studying his own children, he developed a theory that explained the stages that children go through as they develop their formal thought processes and intelligence (Cherry 2). While working with Binet institute in 1920, he became more curious to examine children’s reasoning. This was because the children could give wrong answers for questions that required logical thinking. This made him curious to understand the reasons behind this as it clarified that children reasoned differently compared to adults (Johnson 7). His findings led him to conclusions that influence contemporary clinicians and researchers. Through series of simple igneous tests, he discovered different cognitive abilities among different children. He concluded that adolescent cognitive development was influence by five characteristic indicators. ...
As a result of biological maturation and environmental interaction, mental processes are progressively reorganized and led to cognitive development. Piaget’s Cognitive Theory There are three basic components of Piaget’s cognitive theory which are: schemas, processes facilitating transition from one stage to another and the stages of development. Schemas are the intelligence behavior’s basic building blocks (Wood, Smith and Grossniklaus 2). They are units of knowledge and each of them is related to one aspect of the world such as actions, abstract concepts and objects. Schemas enable children to explain what they can perceive around them in the state of equilibrium called cognitive balance (Opfer 15). This led to a definition that schemas are connected mental representations of the world which help in understanding and responding to situations. To draw this conclusion, Piaget assumed that children store these mental representations and use them only when they are needed. Even the babies were believed to posses some inmate schemas even without interaction with the world. These schemas in babies aid in innate reflexes such as suckling. Piaget also suggested four different stages of mental development in which children go through. These stages are drawn from understanding how children acquire knowledge and the nature of intelligence among them. The first step of mental development is sensorimotor stage (Ojose 27). It is a stage experienced by babies form birth to two years. The infants know the world around them through their sensations and movements. This stage is made up of various developmental changes. Infants are able to learn about object permanence in which they get to understand that objects continue ...
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After a brief introduction to the basic premises of Cognitive Development Theory, this paper will compare and contrast the approaches of Piaget and Vygotsky to intelligence and its developmental stages. Classroom applications will be considered. Not all cognitive development theories are alike, but they do share some basic premises.
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