Theories in Cognitive Development
Perspective Theories in Cognitive Development
Cognitive function deals with the processes of the mind to know, to think, to learn and to judge. Its development is generally based on a variety of interweaving factors like genetics and learning through experience. Cognitive psychology has been an area of great interest over the centuries since understanding the cognitive process has been able to raise the standards of human interaction. There were a number of breakthrough studies that have been conceived over the years, particularly by Jean Piaget and Lev Vygotsky. These studies have made important contributions not only in the area of development psychology but its vital application on educational psychology as well. Jean Piaget, renowned Swiss psychologist, noted that the developmental process consisted of a cycle. The child’s intellectual organization and insight will mature in to several stages of cognitive development: The first stage of Piaget’s cognitive developmental stages is the sensorimotor stage. This is usually experienced at birth to two years old. The memory is confined to immediate experiences, and it is at this period where the child builds his or her first cognitive framework (Queen, 2002). The second stage Piaget’s work is the preoperational stage and usually occurs between the ages 2 to 7 years old. There is greater use and assimilation of mental images. The images are not well organized. The child begins to understand and apply greater vocabulary and simple syntax. One of the important learning events at this stage is “object permanence” and symbolic representation. Also, the infant begins to develop an intuitive way of thinking – which is defined as the preoperational thought (Queen, 2002). The third stage defined by Piaget is the concrete operational period. This is usually manifested at around the ages of 7-11 years old. The child begins to develop a more logical way of thinking. The child can observe relationships or associations
Cognitive function deals with the processes of the mind to know, to think, to learn and to judge. Its development is generally based on a variety of interweaving factors like genetics and learning through experience. Cognitive psychology has been an area of great interest over the centuries since understanding the cognitive process has been able to raise the standards of human interaction. There were a number of breakthrough studies that have been conceived over the years, particularly by Jean Piaget and Lev Vygotsky. These studies have made important contributions not only in the area of development psychology but its vital application on educational psychology as well. Jean Piaget, renowned Swiss psychologist, noted that the developmental process consisted of a cycle. The child’s intellectual organization and insight will mature in to several stages of cognitive development: The first stage of Piaget’s cognitive developmental stages is the sensorimotor stage. This is usually experienced at birth to two years old. The memory is confined to immediate experiences, and it is at this period where the child builds his or her first cognitive framework (Queen, 2002). The second stage Piaget’s work is the preoperational stage and usually occurs between the ages 2 to 7 years old. There is greater use and assimilation of mental images. The images are not well organized. The child begins to understand and apply greater vocabulary and simple syntax. One of the important learning events at this stage is “object permanence” and symbolic representation. Also, the infant begins to develop an intuitive way of thinking – which is defined as the preoperational thought (Queen, 2002). The third stage defined by Piaget is the concrete operational period. This is usually manifested at around the ages of 7-11 years old. The child begins to develop a more logical way of thinking. The child can observe relationships or associations
References: Geekie, P and Raban, B. (1994). “Language learning at home and school”. In C. Gallaway, and B McInerny, D. (2006). Developmental psychology for teachers. Melbourne: Allen and Unwin. Queen, A. (2002). Developmental aspects of growth and behavior. The block scheduing handbook Rogoff, B. (1999).”Cognitive development through social interaction: Vygotsky and Piaget”. In P Wood, D. (1998). How children think and learn: the social contexts of cognitive development