Child development has many theories with different ideas about what children are like and how they change. Children are beings who change physically, cognitively emotionally and socially. There are many different theories and they all take a stand on 3 basic issues: Is the course of development continuous or discontinuous? Does one coarse of development characterise all children or are there many possible courses? Are genetic or environmental factors more important in influencing behaviour – nature versus nurture controversy?
In this essay I am going to discuss the ideas of Vygotsky’s sociocultural theory and The Information Processing approach regarding these three aspects
Focus and views of Vygotsky’s Sociocultural Theory and The Information Processing Approach
Vygotsky’s social theory focuses on how culture (values, beliefs, customs and skills of a social group) is transmitted to the next generation. According to Vygotsky, social interaction (especially co-operative dialogues between children and more knowledgeable members of society) is necessary for children to acquire the ways of thinking and behaving that make up a community’s culture.
Information processing views the mind as a complex symbol manipulation system, much like a computer. This approach helps researchers understand exactly what children of different ages do when faced with tasks and problems. Information processing has led to teaching interventions that help children approach tasks in more advanced ways.
The course of