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Child development stages
Piaget stages of cognitive development summary
Strengths of Piaget's theory and experiments
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Theories of Development Three different theorists were considered in this assignment. Two children were used to explore the theories of development by Piaget, Vygotsky and Kohlberg. One child tested was a fourteen-year-old female named Kari. Kari is currently at the grade 8 level and performs well academically. The other child tested was a six-year-old female named Meghan. Meghan is currently in Kindergarten. Meghan performs at an average level academically. The assigned tasks were completed with the child and myself alone together to avoid distraction. Each child was evaluated on the same evening. I wanted to ensure I would present the tasks in a similar manner for each child. To explore Piaget's theories two different tasks were assigned. The first task was to test for the ability to conserve. I had a clear glass pie plate and a clear tall glass. I used a two-cup measuring cup, which was filled with water while the child watched. I filled it purposely to the two cup line making a point of setting the cup on the counter to be sure the child could observe it well. I then poured it into the pie plate. I again filled the two-cup measure; once more placing it on the counter to be sure it was filled to the same point. I poured it into the tall glass. The question asked of each child was to indicate which container had the most water in it. Kari identified that the containers held the same amount of water without hesitation. Her response indicates that Kari has the ability to conserve. From this test alone one can only conclude that Kari has at least reached Piaget's stage of concrete operations. Meghan observed as I filled the two containers. She hesitated for a moment then indicated the pie plate ... ... middle of paper ... ...t the medicine and found out that he did not have enough money to buy the medicine his wife needed. George had no way to get more money. If his wife doesn't get the medicine she will die. George becomes desperate and very upset and thinks about stealing the medicine. If you were George what would you do? Story Number Two Pretend you are older and are buying your own groceries. You are at the grocery store waiting to pay for your food. The lady in front of you picks up her groceries and leaves. You see her through the store window as she gets into her car and drives away. After you have paid and are picking up your grocery bags you notice a chocolate bar that belonged to the lady in front of you. You remember her picking it up and paying for it with her groceries. It must have fallen out of her grocery bag. What will you do with the chocolate bar?
Some of Piaget’s earlier psychological work included running intelligence tests on children. By preforming these tests, the results led him to the conclusion that children think differently from adults because at the time it was assumed that children were just smaller adults. Because of this, Piaget began to study cognitive development errors in children (Piaget, 1976). One example of a test he performed was giving a three year old one large mound of clay and one small mound of clay. Next, he would tell the child to make them into two equal mounds. After this, Piaget would break one of the mounds into two smaller mounds and then proceed to question the child on which had more clay. Usually they would say that the one with the two smaller mounds was bigger even though they were equal. But when he repeated the tests on children that were six and seven years of age, they no longer made the error in saying one mound was bigger than the other. These types of errors helped to provide insights that were essential for understanding the mental world of a child (Piaget and Inhelder, 1969). He proposed that there...
Concrete operations (ages 7-11) – As a child accumulates experience with the physical world, he/she begins to conceptualize to explain those experiences. Abstract thought is also emerging.
During a child's second and seventh year, he or she is considered to be in the preoperational stage. Piaget stated that during this stage, the child has not yet mastered the ability of mental operations. The child in the preoperational stage still does not have the ability to think through actions (Woolfolk, A., 2004). Children in this stage are considered to be egocentric, meaning they assume others share their points of view (Woolfolk, A. 2004). Because of egocentricism, children in this stage engage in collective monologues, in which each child is talking, but not interacting with the other children (Woolfolk, A. 2004). Another important aspect of the preoperational stage is the acquisition of the skill of conservation. Children understand that the amount of something remains the same even if its appearance changes (Woolfolk, A., 2004). A child in the preoperational stage would not be able to perform the famous Piagetian conservation problem of liquid and volume, because he or she has not yet developed reversible thinking – "thinking backward, from the end to the beginning" (Woolfolk, A., 33).
Lev Vygotsky and Jean Piaget are the two most influential developmental psychologists in history so one might think they would have very similar theories but this could not be more wrong. Piaget (1896-1980) Piaget 's theory stems from the idea that children develop in mostly solitary and are unable to see others perspective and progress through four stages of development(book). A major challenge to Piaget’s theory is Lev Vygotsky’s (1896-1934) sociohoristic theory which suggests that children acquire the tools of thinking and learning through social interacrtion with family and peers (seans book). Both of these psychologists’ theories are very similar in a number of ways but have a few crucial differences which separate them. (BOOK)
There are various theories of development which have an influence on current practices in schools today.
The first video that I watched was a typical child on Piaget’s conservation tasks. The boy in the video seems to be 4 years old. There was a quarter test that I observed. When the lady placed the two rows of quarters in front of the boy, she asked him if they were the same amount or different. The boy said that both rows had the same amount of quarters. Next, when the lady then spreads out one row of quarters and leaves the other row as it is, the boy says that the spread out row has more quarters, he says because the quarters are stretched out. The boy is asked to count both rows of quarters; he then says that they are the same amount.
Developmental theories are broken up into two perspectives; Life-course, and Latent Trait. These perspectives may answer questions on why juveniles have grown to lead a destructive life-style and why others grow out of their delinquency. Latent trait explains that some tendencies we are may be born with and how important it is to be there for our children. Our parenting skills do have a profound effect on how our children may lack self control or have an impulsive behavior.
For this assignment I have chosen Jean Piaget’s cognitive development theory and Erik Erikson’s psychosocial development theory.
Piaget versus Vygotsky: Similarities and Differences This paper explores the ideas of Jean Piaget and Lev Vygotsky. Exploring their philosophies and how they impact us today. The two scholarly articles show similarities and differences in their works and explore what they each mean. Jean Piaget and Lev Vygotsky are two of the most influential philosophers in the field of cognitive development.
In this essay I intend to discuss two psychological theories of development; The psychodynamic approach and the behavioural approach. In order to do this, I will outline each theory and explain how it accounts for psychological development, health and behaviour of the individual. In addition to this, I will explain how an understanding of these theories relates to care and would help a care professional to support an individual in a care setting.
The similarities in the theories, including the development perspective and dialectical approach, are very complex and focus upon the fundamentals of each theory. The differences in each theory make them very unique, including the autonomous and heteronomous approaches for each respective theory. The four cognitive stages of Piaget’s theory, including sensorimotor, preoperational, concrete operations, and formal operations, provide a clear, effective progression of an individual’s development path from infancy to adulthood. This is very unique to Piaget’s theory and is utilized immensely in academic studies of psychology. The fundamental aspects of Vygotsky’s theory, including cultural and historical factors contributing to the individual’s development is also very unique and is regularly utilized in academic studies. Without the research that each theorist conducted and presented, the psychology studies that we know today would not be the same. The work of both respective theorists will continue to be utilized in academia and in psychology for many years to
Blake, B., & Pope, T. (2008). Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 59-67. Retrieved November 4, 2017, from https://pdfs.semanticscholar.org/6c7b/9a7b4988df15c68a14434a5f162bef984723.pdf.
In Piaget’s theory, this cognitive development stage can be analyst with four different aspects (Rice, 2005), which are combinational analysis, propositional thinking, abstract thinking and perspective taking. Combinational analysis is the ability to formulate several different possibilities in finding solution and propositional thinking is ability to generalize what you learn in one type of problem solving to another similar situation. Erza shows her combinational analysis by able to bake cake by referring to recipe and make adjustments accordingly, also apply propositional thinking when she apply her cake baking experiences to bake bread and muffin, yet completed with minimal error. However, Erza found difficulties in comprehending some abstract
My case subject is Regina Holms, a second grader, from County Elementary School. Before I interviewed the subject, I received permission for her guardian. During the interview, Regina and I conversed while working on one of the seven Piagetian tasks, the volume task. During this task, Regina’s stage of development was determined.
Jean Piaget and Lev Vygotsky are two very well-known theorists who emphasized the development of cognition in their theories. In Piaget’s Cognitive Developmental theory, he claimed that children go through a series of stages, which he used to describe human development. In Vygotsky’s Sociocultural Theory of Learning, he believed culture and social interaction played a role in cognitive development. Although Piaget and Vygotsky both focused their theories on cognitive development they take different stances a series of developmental issues. This paper will look at the similarities and differences between these theorist’s views on critical developmental issues, such as view of human nature, mechanisms of development, and their