Vygotsky 's Concepts Of Cognitive Development Theory

Vygotsky proposed that children’s development is affected by their culture and social interaction. He also suggested that children are not born with knowledge but they gain it through their social interactions with peers and adults; he does not rule out the importance of biological processes but proposes an interdependent relationship between biological development alongside social activity and cultural interaction.

Cognitive development is defined as gradual orderly changes by which mental processes become more complex and sophisticated, or the scientific study of how human beings develop in certain orderly stages as they get older. The actual study of cognition refers to the process of knowing; it is the study of all mental activities related to acquiring, storing, and using knowledge (Microsoft, 2001, p.3). How we as humans develop cognitively has been thoroughly observed and researched by Jean Piaget. He was a cognitivist: he believed that our environment stimulates us to learn on our own (make our own intelligence).

Vygotsky’s sociocultural theory of development is essential in d primary school and early childhood settings. Through an understanding of the socio-cultural theory, it facilitates pedagogical practices and teaching strategies for educators. The socio-cultural theory is underpinned by the influence of the environment and cultural contexts such as beliefs, values and skills in facilitating development (Mooney 2013, p. 77). Smidt (2009, p. 7) states that children’s understanding of the world and lives is shaped by social interactions from families, peers, educators and community (Nolan & Raban-Bisby 2015, p. 31). Vygotsky theorised that interpersonal relationships and experiences contributed to higher

Many psychological researchers such as Lourenco (2012) argue that the development theories of Piaget and Vygotsky are too fundamentally different to be amalgamated. Others, such as Bruner (1966) and Glassman (1994), support the similarities (Butterworth & Harris, 2002), and state that together, they could give a more substantial understanding of development. This essay will focus on some of these similarities and differences. Consideration will be given to each of these approaches in regards to environmental relationships between the child and development, the methods used to undertake the subject of development and the theory of dialogue will be also be considered as another key focal point.

Vygotsky's Social Developement theory focused on the connections between people and the social and cultural context, in which they act and interact with others. According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Intinitally children develop these tools to serve solely to communcate needs. Vygotsky believed that the internatlization of these tools led to higher thinking skills.

My first award is my Kindergarten certificate. My emotional development was impacted the most because I learned so much my first year of school it’s just a jumble of feelings. I learned how to make friends. I also learned how to draw, read, and write. Kindergarten taught me so much and I had so much fun, I wish I never had to leave.

The first stage of the cognitive development theory is the sensorimotor stage. This stage lasts approximately from birth to the age of two and is focused on how the infant understands the world around them (Cherry, K., 2015, May 27). During the sensorimotor stage, infants lack object permanence, which is the awareness that objects and people continue to exist even if they are out of sight (Feldman, R., 2013, p. 418). The infants will also gain knowledge and experience the world through their senses and motor

The journal will examine cognitive development of a child in an environment guided by the information provided by asking questions. It will discuss Vygotsky's perspective of intersubjectivity between the parent and the child by reflecting on one of the examples from the personal life experiences.

The process of ordinary cognitive development has often been viewed as an independent, isolated progress due to inherent, individual, and identically produced growth. However, in current literature, there has been a growing consensus that socioeconomic status, and its subsequent resources, cannot be abstracted from the process or success of cognitive development.

Jean Piaget, a swiss psychologist from the 1950’s, researched and created a theory for cognitive development during the lifespan. As a theorist, he impacted nursing through his analogies of how the mind develops.The 1950’s theorist developed a theory consisting of three stages: preoperational, concrete operational, and formal operational. Each of Piaget’s stages consisted of different parts of the human lifespan. To add to his research, Piaget also wrote a book to rationalize deferred imitation in a child’s mind. The book was titled Play, Dreams and Imitation in Childhood. Evidence supports Jean Piaget’s theory of cognitive development with a study done by Elizabeth R. Hinde and Nancy Perry that was performed in Arizona. The study consisted of 50 elementary school history teachers who rationalized Piaget’s theory for school curriculum. The study was conducted to test the child’s understanding of historical time and concepts related to the cognitive development of different aged children.

The three adaptive processes for cognitive development are assimilation, accommodation, and equilibrium. These are three agents

This stage is primarily physically based. It has to do with building up a type of coordination between sensations that are felt and the movements that cause them or are caused by the sensation. The main movements that a child deals with at this point are involuntary movements called reflexes.

Many psychologists today believe that the development of an infant involves acquiring intellectual abilities. This process involves the child maturing physically much like how an infant would mature to adulthood. The core issue of this reading is that how children develop and learn through the stages of life to an adult. Piaget, one of most influential researchers in the history of psychology, not only revolutionized developmental psychology, but also formed a foundation for the formation of the intellect.

In psychology, cognitive development is the process that allows people to know, understand and think about the world (Feldman, 2012). It studies how children process and gain information at a particular age and how learning mechanisms change and evolve over time. There are many theories among parents, teacher and physicians of how children grow and develop. Piaget, Erikson, Skinner and Vygotsky are all developmental theorists who studied child development. Theorists have their own ideas of cognitive development. However, some build off the others theories. The four different developmental theorists bring important ideas to the development of children. Some important ideas are the aspects of family and society. Other important ideas include culture, psychosocial and physical influences. This paper focuses on the theorist Piaget, Erikson, Skinner and Vygotsky and who brought what ideas to the psychology of cognitive development in children.

In the world of psychology, Jean Piaget and Lev Vygotsky are considered to be very prominent figures in the area of cognitive development. Both of these men considered themselves a constructivist, which entails a viewpoint that is concerned with the nature of knowledge. In their lifetime, both of them made contributions in the area of education and even after death, their theories still influence teaching methods. The purpose of this paper is to show some similarities as well as differences in the theories of Piaget and Vygotsky and what can be gained by having a better understanding of their theories.