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Piaget's Cognitive-Developmental Theories

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Cognitive-developmental theorists take into account how children perceive the world they live in through mental processes. It is suggested that play materials that children use, help a child gain experience and learn from this (Lindon, 2012). Children have to use techniques such as problem solving and the use of language to be able to enhance their development further to get the best possible outcome. As children get older and have had greater experiences it has been found by Gillibrand, Lam and Victoria (2011) that these mental structures get more complex and change. The ideas of a cognitive-developmental theorist called Piaget has been put into practice to help understand children’s development. Piaget began his research into this area due to doing a task on developing an intelligence test for children. His interest when doing this test was that the errors that the children made were similar (Gillibrand, Lam and Victoria 2011). It was also found that children would perceive the world in a alike way to explain the world they live in (Lindon, 2012).This made …show more content…

A schema is seen to be interrelated set of actions, memories, thoughts and strategies that are put together to predict and understand the environment (Keenan and Evans, (2009). He devised three main processes to explain how young children learnt from using schemas. One process is assimilation, in which children draw new information from objects, events and experiences and transferring it into their existing schema. The second process known as accommodation is when the information gathered from experiences cannot be processed into already existing schemas. This means children will create a new schema to accommodate this new information. Finally, it is explained that children make this effort due to having a dominating desire to make sense of the world around them (Lindon,

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Piaget also believed that children first try to understand new things in terms of schemes they already possess, a process called assimilation. For example, if Sandy points to a picture of an apple and tells her child, ‘that’s an apple,’ the child forms a scheme for ‘apple’ that looks something like that picture. The child might see an orange and say ‘apple’ because both objects are round. When corrected, the child might alter the scheme for apple to include ‘round’ and ‘red’.

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When a child comes into this world, he has no understanding of anything – good or bad. Children tend to spend the majority of their childhood watching and learning from peers and authoritative figures: a son simulates his carpenter father with toy tools, or a young girl watches her older cousin smoke cigarettes after

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Cognitivists believe that humans require active participation to learn and our actions are a consequence of thinking. The factors influencing learning include previous experiences and existing schema. A schema is an internal knowledge structure; a codified set of associated experiences (images, sounds, movements, smells, feelings and actions) in memory. Schemata (set of associated schemas) help children explore and understand new events and environments. Piaget influenced the study of cognitivism significantly.

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While remembering the things or taking them into account for further usage children think that whatever they are seeing or observing will

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This theme addresses the question of whether or not children shape their own development. It is evident that the active child theme applies to the subject of infant cognitive development, as infants contribute to their development through the use of visual preferences and observation, interaction with the environment, and through the use of play. The bountiful research in the field of infant cognitive development serves as a confirmation that infants are not as inactive as they were once thought to be. Infants are the pioneers of their minds and they are able to gain a great deal of knowledge through their observation of the world

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Childhood theorist Jean Piaget, made no fun about children’s perspective of the world. He began advocating that grade school children see things differently than adults do, and that there is a logical explanation for this. Children at the grade school level are at what he calls the Concrete Operational Stage (7 years – 11 years old) where they “form ideas based on their reasoning; limit thinking to objects and familiar events” (Mooney, 2013 p. 81). Professor David Elkind conducted an experiment to demonstrate to us exactly what Piaget means.

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As children build up, they steadily internalize processes they use in social contexts and begin to use them without help. This internalization process allows children to convert ideas and processes to make them exceptionally their own. Returning to example, the child and father are simply reading a book, but this societal action is transforming the way the child perceives modes of transportation. She will begin to classify these items herself when she sees cars, trucks and boats in real-life settings. Adults provide instructional guidance to help children accomplish cognitive

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Cognitive abilities enable children to process the sensory information that they collect from the environment. According to Wood, Smith and Grossniklaus (2012), Piaget defined cognitive development as the progressive reorganization of the mental processes that results in biological experience and maturation. As numerous researchers have explained, children normally undergo many changes from birth to adolescents, most of them being growth related. According to Cook (2005), the changes in thinking is what researchers call cognitive development. In toddlers, cognitive development is observed through the early use of tools and objects, the child’s behavior when objects are moved in front of them and their understanding when objects and when people are in their environment.

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Introduction Developmental psychology makes an attempt to comprehend the types and sources of advancement in children’s cognitive, social, and language acquisition skills. The child development theories put forward by both Jean Piaget and Erik Erikson have had substantial impacts on contemporary play therapy. In this essay, I aim to highlight the contribution of these two theorists in their study of various developmental stages, the differences and similarities in their theories, and their contributions to the theory and practice of play therapy. Jean Piaget

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Questions become abundant as a child tries to piece together their world. Over the course of this time period a child begins to draw more inferences, become more perspective, recognizes symbols, and has an expanding working memory. The conscious is starting to have a greater impact on actions, along with the understanding of

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There are two theorists associated with cognitive development; Piaget and Vygotsky. Piaget believes that things children learn and do are organized as schemes, groups of similar actions and thoughts are repeated in response to the environment. Vygotsky believes that thoughts and language are separate functions for infants and toddlers. This is important for me to know because when teaching my first graders using Piaget’s belief that children curiosity to adapt to their environment, will help me in setting up my classroom so as to provide the friendliest environmental atmosphere. Another useful belief of Piaget that I intend to use, is by exploring and manipulating physical objects, children gain a relationship with their physical environment.

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According to Piaget, as children develop they acquire cognitive structures known as schemata and concepts. Schemata are mental representations / rules to help children understand their world and solve problems. Concepts are rules that describe properties of environmental events and their relations to other concepts (Martin, Carlson & Buskist, 2007). Children obtain schemata and concepts by engaging with their surroundings. The

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Theories of these two cognitive psychologists have been compared and contrasted on different levels. This essay will look into the differences and similarities between their theories. These two psychologist 's theories differ from each other in numerous ways. To begin with, Jean Piaget 's cognitive development theory proposes that children adapt to their environment by actively constructing knowledge as they perceive and explore their surroundings. His theory comprised of four stages of development.

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In the early childhood context, teachers are handling the ages 0-5, therefore we observe the beginning of a baby's use of senses and movements to explore the environment around them and then further on recognising the development of children's categorising of symbols. As a teacher, I have personally seen the growth of a child from the age 2 till 5 and the progression of starting to crawl and beginning to walk, classifying similar objects under one name to separately identifying items, this development can be seen as being influenced by the environment the child was in and those they were interacting

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Piaget developed a stage theory of intellectual development that included four distinct stages: the sensorimotor stage, from birth to age 2; the preoperational stage, from age 2 to about age 7; the concrete operational stage, from age 7 to 11; and the formal operational stage, which begins in adolescence and spans into adulthood. He believed that there were four necessary ingredients for cognitive development which included: “maturation of the nervous system, experiences gained through interaction with physical world, social environment, and child’s active participation in adapting to environment & constructing knowledge from experience.” (Sullivan, 2014, Slide 3) The sensorimotor stage occurs between birth and age 2. Infants and toddlers acquire knowledge through sensory experiences and handling objects.

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