For Vygotsky, children are seen as active beings on their development through social interactions with parents, teachers, and other adults, as well as by participating in their cultural activities. The interactions they have with other individuals and their culture opens their minds to new information and helps develop skills not previously attained. To further understand cognitive development in Piaget and Vygotsky’s theory, we must first look at the processes involved. The processes which explain how development transpires can be described as mechanisms of development. Although Piaget and Vygotsky both focused their theories on cognitive development, the mechanisms needed to develop cognition differ for each theorist.
nurture argument. Theorists have wondered how much of development is affected by genetics and the environment. Ultimately, nature and nurture intertwine to shape the lives of children. Nature may predispose children to certain behaviors if placed in specific environments, however the timing of the environmental exposure and the child’s natural tendencies also play a role. Theorists have also discussed the extent to which development is universal and how much of it is unique to individuals.
The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. Piaget believed that children construct an understanding of the world around them, experience discrepancies
Philippe Aries argued that children were mini ad... ... middle of paper ... ...e evident. From exploration of historical theory into child development, alongside the exploration of modern research, it is clear to see that both nature and nurture play an important role in the development process in which a child undertakes. Despite a vast amount of differing views, research has attempted to achieve a thorough understanding of child development. Research has also attempted to increase the attention shown to the children, placing value upon the voice and rights of the child, attempting to increase the awareness of the importance of this. It is clear today that a child’s development is not purely a natural process, modern theories take in to account the importance of the individual child and their experiences.
Theories of human development deliver a framework to deliberate human growth, development, and learning. Understanding the theories can deliver useful contents into individuals and society a set of principles and concepts that describe life span development. Development perspectives are the psychoanalytic theory, behavior theory, humanistic approach and cognitive theory. Each theory focuses on different aspects of human development. The psychoanalytic is “the approach stating that behavior is motivated by inner forces, memories, and conflicts that are usually unconsciousness” ().Following, the behavior perspective emphasizing on the observable behaviors and “outside stimuli from the environment”.
Abstract Nature versus nurture is an argument in psychology over whether a person’s innate qualities and behaviors are caused from their environment or if they’re born with it. Vygotsky places more emphasis on the social factors that contribute to cognitive development, in other words he is in favor of the nurture argument. He believes that everyone learns from their culture, environment, and social interactions. He talks about a few of his theories like the zone of proximal development, and a more knowledgeable other. He also expresses his thoughts on developmental tools and the importance of language to cognitive development.
Piaget approach based on physical and social interaction aspect of cognitive development. According to Piaget, the establishment of operational behavior opposed to being a consequential reaction. This autonomous approach aids an individual in confronting the intersection of the physical and social worlds by perceiving action, operation, and social interaction collectively. Contrary to Vygotsky, he thinks heteronomous existence depends solely on a diverse social structure where the individual confronted with contrasting worldviews. In Vygotsky’s (1978) opinion, children begin to develop a personal directive in life and acquire beliefs about their position in society and the world based on their interaction with their environment.
Bronfenbrenner’s theory permits logical study of interactions between the developing child and their social environment. The theory also “serves as a guide for future research on the process of socialization” (Berns 17). Bronfenbrenner’s bioecological theory of human development
Cognitive theory is concerned with the development of a person’s thought process. Cognitive theory influences how one understands and interacts with the world. Cognitive Theorist Paiget, proposed an idea that served information on the development to account for the steps and sequence of children’s intellect differently than adults. This paper will compare and contrast the 3 cognitivist theories: Piaget’s Cognitive Development Theory, Vygotsky’s Socio Cultural Cognitive Theory and the Information Processing Approach in Kermit and the Keyboard. Exploring Cognitivist Theories Humans can generate knowledge and meaning through sequential development of individual cognitive abilities.
Bronfenbrenner’s ecological theory will be applied throughout this essay to delve into the reasoning behind particular behavioural issues. According to Bronfenbrenner’s ecological theory, an individual has multiple environments known as their ecological systems (Bronfenbrenner, 1994). Bronfenbrenner (1994) suggests that a developing child is influenced by the relationships surrounding them and the best way to understand a child’s behaviour is to look at the numerous aspects of the child’s environment and how they interact with each other. The relationships and environments that the child interacts with have been separated into layers known as the microsystem, mesosystem, exosystem, macrosystem and the overarching chronosystem (Bronfenbrenner, 1994). The microsystem is the environment where the child has direct face-to-face relationships such as at home, day care and school (Bronfenbrenner, 1994).