Psychology: Cognitive and Moral Development
Cognitive and Moral Development
A Research Paper
Cognitive Development in Childhood Early psychological studies on child development emphasized that children are just mere recipients of the information showed and given to them by the older individuals around them as they grow up. They believed that children have no active participation on their cognitive development per se and that they do not have the ability to construct a world of their own. It is not until the 1960s when Jean Piaget, a Swiss developmental psychologist, introduced his theory of cognitive development that psychologists found out a new light in understanding children’s ways of thinking and mental processing which shows in their stimuli responses and behaviors.
Object Permanence Piaget has four-stage theory: the sensorimotor stage; the preoperational stage; the stage of concrete operations and; the stage of formal operations. The sensorimotor stage can be observed in the first 2 years of a child’s life. It is where infants start discovering the consequences of their actions. In this stage object permanence is discovered. According to the book of Atkinson & Hilgard on the 14th edition of Introduction to Psychology, object permanence, as termed by Piaget, is the awareness and understanding that an object or an event continues to exist even when it cannot directly be seen, heard, or touched. It is acquired by the human infants between 8 and 12 months of age via the process of logical induction to help them develop secondary schemes in their sensory-motor coordination. This step is the essential foundation of the memory and the memorization process. Jean Piaget argued that object permanence is one achievement a person or an infant can accomplish. In Piaget's theory of cognitive development, infants develop this understanding by the end of the "sensorimotor stage," which lasts from birth to about 2 years of age. Piaget thought that an infant's perception and
A Research Paper
Cognitive Development in Childhood Early psychological studies on child development emphasized that children are just mere recipients of the information showed and given to them by the older individuals around them as they grow up. They believed that children have no active participation on their cognitive development per se and that they do not have the ability to construct a world of their own. It is not until the 1960s when Jean Piaget, a Swiss developmental psychologist, introduced his theory of cognitive development that psychologists found out a new light in understanding children’s ways of thinking and mental processing which shows in their stimuli responses and behaviors.
Object Permanence Piaget has four-stage theory: the sensorimotor stage; the preoperational stage; the stage of concrete operations and; the stage of formal operations. The sensorimotor stage can be observed in the first 2 years of a child’s life. It is where infants start discovering the consequences of their actions. In this stage object permanence is discovered. According to the book of Atkinson & Hilgard on the 14th edition of Introduction to Psychology, object permanence, as termed by Piaget, is the awareness and understanding that an object or an event continues to exist even when it cannot directly be seen, heard, or touched. It is acquired by the human infants between 8 and 12 months of age via the process of logical induction to help them develop secondary schemes in their sensory-motor coordination. This step is the essential foundation of the memory and the memorization process. Jean Piaget argued that object permanence is one achievement a person or an infant can accomplish. In Piaget's theory of cognitive development, infants develop this understanding by the end of the "sensorimotor stage," which lasts from birth to about 2 years of age. Piaget thought that an infant's perception and