Cognitive Development “Cognitive Development always takes place within a social and cultural context.” Vygotsky believed that cognitive development is strongly influenced by social and cultural factors. Vygotsky agreed with Piaget that children may be able to reach a particular cognitive level through their own efforts. However, Vygotsky (1978, 1987) argued that children are able to attain higher levels of cognitive development through the support and instruction that they receive from other people. Researchers have confirmed that social interaction, especially with older children and adults, play a significant role in a child’s cognitive development. One of Vygotsky’s important ideas was his notion of the Zone of proximal development (ZPD).
A lot of resources will refer to intellect as the ability to learn or reason. Piaget was particularly interested in this area in relation to the cognitive development of the child. In the history of psychology, as it progressed throughout the 18th century, various 'schools of psychology' developed. Two examples of the schools are Behaviourism and Structuralism. Constructivism is another school of psychology, and focuses directly on how people learn; specifically how knowledge is acquired and how it is transformed into learning.
On the other hand, cognitivists believe that by reflecting on our own experiences, we construct our own understanding of the world. Though theses two schools of psychology are very much different, they do have their similarities. Behaviorism and cognitivism are similar in that they both attempt to explain and describe how learning occurs in individuals. Both are also valuable learning theories. They observe the response individuals make to different situations or different conditions.
They are referred to as Grand Theories because they offer explanations of child development as a whole, rather than in specific areas. While they are not the only theories that exist on the subject, these four have been, and continue to be, extremely influential. This essay will look at each of these theories in turn discussing the role social experience is believed to play. The first theory, Behaviourism describes child development as arising from specific forms of learning based on the ideas that children are passive recipients of environmental influences that shape their behaviour. It demonstrates the effect that discipline and parenting styles can have on a child.
Structuralism was developed by a man named Edward Titchener who was a student of Wilhem Wundt. Titchener was extremely interested in learning about the structure of the consciousness. He believed in the use of experimentation for the science of psychology (Kowalski & Westen, 2009). The second school of thought, functionalism, along with structuralism was the two schools of thought which were dominant in the beginning of psychology (Kowalski & Westen, 2009). Functionalism studied the psychological processes which enable individuals to be able to adapt to their environments; each psychological process has an important role which is their main point of focus.
Piaget and Vygotsky both identified the most important source of cognition is the child itself. They both identified that children are busy, self motivated explorers, forming ideas, that they then test against the world (Berk, 2013) to form and develop communication skills for communicating with others. Piaget’s ideas have been of practical use in understanding and communicating with children, particularly in the field of education. Piaget became interested in the way children at different
Behaviorist approach works very differently from biological approach in Health and Social care. There are many differences between the two and how they are used to aid people with many disorders. The behavioral approach assumes that all behavior is learn and that when we are born we are like a blank piece of paper. Behaviorists and social learning theorists are some of the examples of scientists and psychologists who believe in the nurture side of the debate. They believe that children can be molded and shaped by the environment through behavior modification, rewards and punishments.
Susan Scholz Both have important similarities and differences exist in Piagets and Vygetski’s descriptions of cognitive development. Both are widely accepted ideas that learners’ are actively constructing knowledge for themselves. Piaget thought that children learn primarily on their own and Vygetski thought knowledge was first socially constructed and then internalized by the individual. They both view social interaction important but differ on the role it plays with a learner. Piaget’s idea of social interaction is a mechanism for disrupting equilibrium, and as individuals must adapt their schemes though accommodation and assimilation then cognitive development happens.
They are both constructivist, holding that children learn through constructing meaning with their world. Where these perspectives diverge is in how each child constructs knowledge, the role of the teacher and how imagination plays into development. There are many beliefs in common between Montessori’s and Froebel’s education philosophies. Both believe in the child's right to be active, explore and develop their own knowledge through investigation. Both see activity as a guide to education and do not believe in repressing it.
Running head: The Educational Implications of Piaget, Vygotsky, and Ericson Exploring the Educational Implications of Piaget, Vygotsky and Ericson John Doe University Exploring the Educational Implications of Piaget, Vygotsky, and Erikson In every field, there are certain individuals whose research and contributions to their discipline have set them apart. Child psychology happens to be a field that is very complex and expanding with new research and findings. Those influential individuals are Piaget, Vygotsky and Erikson. Piaget is known for his stage theory of cognitive development, Vygotsky for his concept of the zone of proximal development. Erikson for his theory of psychosocial development, who believed that personality develops in a series of stages.