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Summary on cognitive development
Flashcard for early childhood education
Flashcard for early childhood education
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Recommended: Summary on cognitive development
After getting a chance to take ECH 320 online, I was able to get an understanding of what is the meaning of cognitive development in a young child. Cognitive development is when a child is learning thought process and how to solve problems. Taking this course has allowed me to follow and understand the course standard as well as being able to live my purpose which is to teach students in early childhood education. Just like I had mentioned in my assignment I was able to take my learning’s from the course and even just Piaget’s theory on sensorimotor sub stages and be able to start to live my purpose through teaching young minds. With this particular course it allowed me to use some of religious learning I learned as a young child and help include
Piaget has played an important part in helping people understand more about children and the process of a child’s cognitive development. Throughout this lab report, there will be questions asked of two young children. The first child’s name is Makayla. She is 9 years old and has just started fourth grade. The first Piagetian task that was given to the children is referred to as the conservation of mass task. During this task, the children rolled two equal amounts of play dough into two separate balls. Afterward, Makayla was asked if these two separate balls had the same amount of play dough. She responded yes, because they came from the same container so they are the same amounts. The children were then asked to roll one ball of play dough into a snake. Afterward, Makayla was asked if the ball and the snake had the same amount of play dough. She replied yes, because its all still from the same size container so they are the same amounts. The second task that was asked of the
Robert V. Kail addresses the increasing synergy of global and domain-specific theories in his article “Cognitive Development Includes Global and Domain-Specific Processes.” Kail is a part of the Department of Psychological Studies at Purdue University, and his aim in the article is to “present evidence suggesting that both global and domain-specific processes make important contributions to cognitive development” (Kail 445). In order to arrive at his conclusion, Kail highlights the flaws of an either/or system; critiques the advantages and disadvantages of global and domain specific theories separately; provides context for how these two theories have coexisted in the past; and finally arrives to his evaluation on the two theories working together
Language plays a major role in a child’s life, because some children will dialogues with themselves through how they engage with themselves or other children through imaginative play. Vygotsky explains this as how they will make up their own story and give their characters different names, and also changing the voices of each character. This helps children with their vocabulary skills, in which it will help them in the long run to name, and negative the different things that they will start to come into connect with as they get older. Language is also known as a symbolic system of communication and a cultural tool transmit play, and cultural history both play a big part in language development, and understanding the world around them. And also
all going up a level at the same time; there might be a few that fail
Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner.
For this assignment I have chosen Jean Piaget’s cognitive development theory and Erik Erikson’s psychosocial development theory.
The second document is an October 20, 2004 FIF which appears to be the only time we attempted to conduct a cognitive test. The two sentence intellectual portion of the report states that the WJ-III test of cognitive ability was attempted on 10/20/2004. The second sentence says “Informally, Sarah appears to be intellectually functioning in the below average range.” Petitioner is correct that no other info was provided and no further testing was ever conducted by KISD in the area of cognition.
The Human Development’s concepts, theories and so on give me a better understanding to explain why people act in different kind of situation that they have. Make me more appreciate the value of taking Human Development class.
Comparing the Two Theories of Cognitive Development There are three main types of cognitive development. There is Piaget's theory, Vygotsky's theory and the Information processing approach. The two theories that I am going to compare and contrast are Piaget and Vygotsky's theories. There are many differences between these two theories, but there are also many similarities too.
The Piagetian Cognitive stages is a process were a series of developmental stages takes place. Each stage is characterized by the development of new abilities or, more precisely, each stage is consisting of a more advanced level of adaptation. (Lefrancois, 2006 page243). The stages to the Piagetian Cognitive are Sensorimotor which is birth to 2 years old, Preoperational which is 2 years old until 7 years old, Preconceptual stage is 2 years old until 4 years old, and Intuitive 4 years old until 7 years old. Then we have Concrete operation to 7 years old until 12 years old, and Formal operation 12 years old and up. The Sensorimotor development is the birth to 2 years old. During this time we see objects are not being sensed, they are no realization
In this paper, I will give a brief overview of Gardner’s Theory of Multiple Intelligences (MI). I will also discuss the merits and critiques of the theory in the field of cognitive development. I will also discuss the applicability of Gardner’s theory to my personal development. The final section will cover the application of the theory in a counselling framework. This will be supported by discussing theoretical orientations that would best adopt application of Gardner’s theory.
She looks for toys when dropped or rolled from view. Kim likes the toys that make sounds. She understands the simple cause-effect relationships by touching toys to make sounds. Kim has the ability to participate in simple play with adult assistance (e.g., peek-a-boo, pat-a-cake). Kim shows some recognition of toys and objects when they are named.
Wood, A. E., Wood, E. G., & Boyd, D. (2007). Child development: The world of psychology.
Many researchers have written about child development, but none are quite as well known as Jean Piaget and Lawrence Kohlberg. Jean Piaget’s cognitive development theory and Lawrence Kohlberg’s moral development theory have been essential for researchers to gain a better understanding of child development. While these theories are unique in explaining different types of child development, they have many similarities and differences as well.
Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism: Implications from theory for instruction and assessment. Constructivism in the Human Sciences, 9(1), 67-90. Retreived from: http://www.teach.valdosta.edu/whuitt/brilstar/chapters/cogdev.doc