INSTRUCTOR : DR V. VARELA
INTRODUCTION : PAGE 1
PIAGET'S THEORY PAGE 1 & 2
THEORIES OF MIND AND ALTERNATIVE THEORIES : page 3 &4
VYGOTSKY'S THEORY : PAGE 5
REFERENCE LIST : PAGE 6
Compare and contrast three theories of development in relation to cognitive changes during early childhood. INTRODUCTION :
In these assignment pages are going to be covered some theories, theories which explain some cognitive changes of human in early childhood. Also these theories are going to be contrasted and compared so in order to understand the purpose of each theory, its logical statements, who wrote these theories and if each of these theories are completely integrated.
COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD :
Children in early childhood are not growing physically but mentally because they are still interacting with the world and are advancing their skills in order to be mastered. Also Angela Oswalt states, "we do not count the number of new neurons or measure the amount of connections between synapses and come up with averages for different ages so we rely in theories such as Piaget's stages of cognitive development." (Angela Oswalt, MSW, Jan 16th 2008, http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=12757) PIAGET'S THEORY :
"Children in age of 18-24 months acquire the semiotic function", according to Piaget. This function means that for example if a picture of a chair is shown to a child then the child will immediately think that from the picture it is represented a real chair, that means that a child understanding that one object or behavior can represent another, so this function shows that the child is still in progress in order to understand logically. If this understanding is achieved according to Piaget, "then children are in the Preoperational stage". In this stage as Piaget states, "children are starting to use symbols in order to think and communicate but still there is the problem of logically thinking". On early ages 2-6 children are playing role games, a good example that Piaget states, "is a broom becomes a horse or a block may become a train or another good example is that some children are using their growing ability to understand models, maps, and graphic symbols." After that children aged 3-4 old can be egocentrism which means that every child see things in their own point of view and that doesn't make them egomaniac, no, egocentrism means as a child see the world in his/her point of view thinks that we see exactly the same as he/she does. Also another thing that child are getting over and over is centration and animism. These mean that the child can't put some limits on objects and thinks that all non-living object are in fact alive. For example a child in this age it can be afraid of moving leafs because she/he is afraid that the leaf will follow him/her. This is not the only supporting theory of the cognition changes, also the is the Theory of Mind and Alternative theories of cognitive change. ( LIFESPAN DEVELOPMENTAL PSYCHOLOGY BOYD, found on 9/11/2013. http://www.scribd.com/doc/11457986/Lifespan-Developmental-Psychology-Boyd) THEORIES OF MIND AND ALTERNATIVE THEORIES OF COGNITIVE CHANGE : Theories of mind are theories which in the particular age of 3 children are linking between people thoughts, feelings and the way they think and act. In this particular age children can descry in their own point of view problems and find out information's which cause person to believe something that isn't truly true. In this theory through many studies children in the age of 4-5 can significantly understand other peoples thoughts but they can't understand that other people can think about them, in this situation we see that the child in this age it can link the emotions and feelings of a person but their point of view don't let them understand that people can't think about them. Then on the extended age of 5-7 aged are...
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