Cognitive development is something that seems to be very easily to understand, but it can be confusing when looking all everyone that has made up the cognitive development. When someone gets their research done and understand what each child needs and how they need to learn it, it can be easier for the teachers, parents, and children. Piaget
According to McLeod,
Piaget was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults. Piaget showed that young children think in strikingly different ways compared to adults. According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based (2012). Vygotsky
Vygotsky proposed that adults promote children's cognitive development both by passing along the meanings that their culture assigns to objects and events and by assisting children with challenging tasks. Social activities are often precursors to, and form the basis for, complex mental processes: Children initially use new skills in the course of interacting with adults or peers and slowly internalize these skills for their own, independent use. Often, children first experiment with adult tasks and ways of thinking within the context of their early play activities (McDevin, 2010). Sociocultural
Language is used in their real world situations, they take what is around then and take it to use in their language. “Russian psychologist Lev Vygotsky's sociocultural theory proposes that a full understanding of development is impossible without taking into account the culture in which children develop. Sociocultural theory proposes that children's understanding of the world is acquired through their problem-solving interactions with adults and other children. As children play and cooperate with others, they learn what is important in their society, and at the same time, advance cognitively in their understanding of the world” (Theoretical Perspectives, 2012). The do not mind taking what they see and using it in their language, then taking their language and using it for what is around then. When children are participating in the activities that are being used within the classroom, they are able to take this into new situations. They are able to take what they have learned and take that home to expand on their learning. Teachers need to know about the cultures of each of their children, some children are not able to do some things that other children might be able to do. When there is something that is in their culture, the teacher does not need to teach the child that. They need to make accommodations for the children that need it. Some children do not write a certain way, so this way does not need to be taught to them. Some children are not able to read certain books; this does not mean these kinds of books cannot be out for the other children. But, certain children do not need to be pushed to have to listen or read them. Every culture is different and needs to be taken into consideration when it is being taught. Social Learning
According to Ormrod, “Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling” (1999). Children need to have the understanding of why they need to be social with other children and adults. Children learn by watching and hearing others, they learn new things everyday just by being around someone else. Children also learn how to be social with other people, they learn that...