Cyp 3.1 – Understand Child and Young Person Development. 2.3 – Explain How Theories of Development and Frameworks to Support Development Influences Current Practice.

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Throughout history there have been people that produced works and findings that have aided the understanding of human behaviour, how we work, learn and interact. These theorists have created theories of works that we still use now a day to function in society and education. I have selected 3 theorists that I believe still influence education today. Piaget Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults. Piaget showed that young children think in strikingly different ways compared to adults. According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based. He believed that children think differently than adults and stated they go through 4 universal stages of cognitive development, (sensorimotor, preoperational, concrete operational, formal operational) Development is therefore biologically based and changes as the child matures. Cognition therefore develops in all children in the same sequence of stages. Each child goes through the stages in the same order, and no stage can be missed out - although some individuals may never attain the later stages. There are individual differences in the rate at which children progress through stages. Piaget did not claim that a particular stage was reached at a certain age - although descriptions of the stages often include an indication of the age at which the average child would reach each stage. Piaget’s theories allow us to take the idea of ‘schema’ (a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning') or ’building blocks’ into practice and use it to effectively plan for the development of a child. Understanding that different children at different ages think, act,
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