What Are The Four Major Developmental Theories

What Are The Four Major Developmental Theories
Introduction
Developmental theories help teachers in many ways to enrich their teaching and student's learning
process. Therefore, it is very important teachers to apply the key ideas of these developmental
theories in their teaching career to the betterment of students.
This document will present a brief description of four major developmental theories and will focus
on how these theories can be applied in my real teaching world as a middle–school teacher. Four
major developmental theories
Though many theorists have brought the study of human development, there are about four major
important theories that are in use effective (Oswalt, Major Child Development Theories and
Theorists, 2007). They are:
Freud's theory of psychosexual development ... Show more content on Helpwriting.net ...
Isolation (19 to 40 years), Generativity vs.
Stagnation (40 to 65 years) and Identity vs Despair (65 to death). Erikson beliefs that each
individual should successfully complete the psychosocial development stages to have a healthy
personality (McLeod, Erik Erikson , 2008).
3
Ibrahim Nasheed (5330) | Adolescence & Learning (0765) | Assignment 2 | Mandhu College
Piaget's stages of cognitive development theory
Jean Piaget has brought a cognitive developmental theory with four stages;
Sensorimotor (birth to 2 years), Preoperational (2 to 7 years), Concrete operational (7 to 11 years),
and formal operational (12 years to adulthood). In
Piaget's view, throughout these four stages all children develop their thinking according to how they
see the world around them (Oswalt, Jean Piaget and Child Development
, 2007).
Lawrence Kohlberg's theory of moral development
In Kohlberg's moral development theory, he discussed about the process which people learn how to
identify and differentiate what is right and what is wrong.
In his theory, he presented main three levels with total six stages. They
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The Development Of Mathematics Changes And Grows Continually
Assessment 1A Maths
The development of mathematics changes and grows continually. Teachers are finding new ways
and strategies to keep up with learning and having a broader view on the ways chidren learn and
develop. Their are many views of which theories are best suited in teaching mathematics, different
age groups are better suited to different theories.Constructivism is a theory which has become a
challenge in teaching mathematics with learning how to develop models of teaching that build on,
and are consistent with, this theoretical perspective. Small–group interaction, nonroutine problem
solving, and manipulative materials can be valuable tools in the hands of mathematics
teachers.Theoretically based frameworks for teaching mathematics in a constructive way allow the
potential to guide the use of these tools. A teacher can help students to develop new, more powerful
mathematical concepts using the constructivism theory.
Novice teachers who want their students to "construct" a particular idea, often ask for the idea from
their students, consciously or unconsciously hoping that at least one student will be able to explain it
to the others (Simon, 1991 ).
The constructivism approach does not deal with a particular question or concept for example, if a
group of students do not have a particular concept, how does a teacher work with them to foster
their development of that concept?
Constructivist theory is one perspective that works within a framework that helps build and

Developmental Case Study Of A Kindergartener
Developmental Case Study of a Kindergartener Frances M. Morado University of Houston–
Downtown Abstract This paper explores the cognitive development, psychosocial development,
moral reasoning, and oral language development of a five year old, Hispanic male kindergartener,
named Esteban. These different stages are tested with the use of Piaget, Erikson, and Kohlberg 's
theory as identified in the text, Slavin, R. (2015), Educational Psychology: Theory and Practice
(11th ed., pp. 29–66), and the Student Oral Language Observation Matrix (SOLOM). Keywords:
Cognitive Development, Psychosocial Development, Moral Reasoning, Oral Language
Development, Piaget, Erikson, Kohlberg, SOLOM Developmental Case ... Show more content on
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After observing the student, I agreed that the student is very disruptive during lessons and has
difficulty staying on task, but there was one aspect of the student that truly caught my attention. He
was usually the first to respond with the correct answer when the teacher asked a question. Also, by
viewing scores on his math or science tests, you could tell that he was understanding the material
because his grades were 90s or higher. The student is super smart, but was acting with certain
behavioral issues that were causing him to be disruptive and not stay on task or completing his
work. Cognitive Development Stage When we discuss the cognitive ability of a student, we are
talking about the child 's intelligence or ability to learn. Piaget created four stages that describe a
child 's cognitive development based on their age. The first stage is the sensorimotor stage in which
a child experiences from birth to 2 years of age, and states that a child will learn by exploring their
environment with their senses. The second stage of development is the preoperational stage and a
child is between the ages of 2 and 7 years during this stage. In this stage, children can use symbols
to mentally represent objects such as seeing the golden arches of a McDonald 's sign and associating
it with food. Children in this stage also lack an understanding of conservation, centration

Educ 105 (2016)
Applications of Piaget and Vygostsky's cognitive developmental theories in a practical classroom
environment Piaget and Vygotsky have antonymous beliefs when dealing with the concepts of
cognitive development. Vygotsky believes in development through social behaviour whilst Piaget
believes in individuals acquiring knowledge on their own. Both however, believe that the interaction
between development and learning hold significant implications for a child's growth. This essay
discusses some of the philosophical beliefs of each theorist in regards to a scenario based in the
classroom of a year five teacher named Ann. Ann reinforces classroom lessons through the outdoor
environment, exemplifying Piaget's theories of constructivist based ... Show more content on
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Woolfolk & Markets (2007) discuss the use of certain 'cultural tools' playing an important role
in cognitive development; these tools can be anything from the Internet to language or numbers.
Ann displays techniques through collaborative group work that run true to these theories. Piaget also
suggested an individual would not come to organise his/her operations in a coherent whole if they
did not engage in thought exchanges and cooperation with others (Piaget, 1947, p. 174). Ann is
breaking students up into different groups to perform different activities; this is portrayed through
one group collecting rainfall data and another group taking notes on the impact the rain has on ants
living in the area. Ann's socially–constructive pedagogical approach to her lessons through the use
of cooperative learning will exemplify Vygotsky's theories of peer–peer scaffolding as well as the
zone of proximal development. Vygotsky's theory 'The zone of proximal development' is also being
demonstrated through Ann's teaching methods for her year five class. The zone of proximal
development refers to a conceivable range of learning evolution in regards to the students' age and
the amount of assisted knowledge they are given. This information can be given through direct
information, scaffolding or cooperative learning. Ann (as the more knowledgeable) would be
required to offer a certain level of information to the children before expecting them to

Analyzing Piaget's Theory Of Cognitive Development
The physical development of grade 5 children are as expected as what was described in the theories,
girls are taller than boys, and they gain more privacy as they pay more attention to their own
hygiene (Hockenberry, 2014a). Piaget's cognitive development theory also mentions that the third
stage is characterized by remarkable cognitive growth as children's development of language and
acquisition of basic skills accelerate dramatically (Jenkins, 2013). Children did sums and minus,
read books and write homework. One boy summarized the content of a comic book to me in an
organized and detailed language without any assistance. As a nursing student, my intervention based
on the theories and observations will focus on teaching them skills of listening, ... Show more
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I noticed that some boys were easily distracted as they find schoolwork boring, so I will encourage
positive thinking and give unobtrusive assistance (Hockenberry, 2014b). On the other hand,
Kohlberg's theory of moral development claims that grade 5 students are at conventional stage, and
they are experiencing good boy/nice girl orientation (try to please people) with law & order morality
(laws are necessary & should follow laws as duty) (McDevitt, & Ormrod, 2010). Piaget's theory of
moral development also states that they have autonomous and expect immanent justice (punishment
for misdeeds) (Santrock, 2007). I observed cooperation between students and rejection towards
rule–breaking suggestions. Accordingly, I will focus on explaining the possible consequences of
rule–breaking behavior (Hockenberry,

Chickering 's Theory Of The Seven Vectors Of Student...
Chickering 's Theory of the seven vectors of student development emerged from research in the
1950's and 1960's (Evans, Forney , Guido–DiBrito, Patton, & Renn, 2010). Since then Chickering
and Reisser have revised the vectors and research has been conducted to see how see the vectors
apply to different student populations (Evans et al., 2010). To test how relevant the vectors are to
today's college students, I interviewed three female college students, two freshman 18 year olds and
a 22 year old senior. Each interview was very different despite being asked the same questions. They
revealed that multiple vectors were still applicable to today 's college students.
For example, the first student I interviewed was Anna, an 18 year old full–time freshman who lives
on campus and is majoring in English Linguistics. She is very busy taking taking five classes,
working part time and socializing with friends she met at orientation over summer. While she is
enjoying life on campus, she is struggling with homesickness which puts her in the vector of
learning to manage her emotions. She recognizes that she is homesick, yet she is still learning to
accept and express this emotion in healthy ways (Evans et al., 2010). Such as, she regularly keeps in
touch with family, yet she also demonstrates a lack of acceptance of this emotion by trying to
distract herself from it by being overly busy with five classes, work, friends, and school events
which may burn her out and/or affect her

Identifying the Components of Cognitivist Theories Used...
Lenora A. Mayne
American Intercontinental University
May 2013
EDU 622: Applying Learning Theories
Identifying The Components of Cognitivist Theories used in, "Kermit and The Keyboard."
Abstract
Cognitivism emphasizes on the explanation of cognitive structures and process, and the intervention
of these structures and processes between instruction and learning (Glaserfeld, 1989). The study of
cognitivism has allowed for educators, theorist and psychologist to understand the concepts of
knowing, thinking and formulating feedback. In reviewing the sample texture, "Kermit and the
Keyboard," has allowed for philosophers and psychologist to review the interactional theories of
learning process. Within this paper, will identify, ... Show more content on Helpwriting.net ...
Philosophers and psychologist was able to determine three different cognitivist theories in relation to
sample text to help capture the meaning of information processing using cognitivism. The three
theories of cognitivist that was evaluated relates to the sample text Cognitive Information
Processing (CIP), Piaget's Theory and Perspective of Interactional Theories of Cognitive
Development. The theories of cognitivist used within the text provided the essence of understanding
and explaining Kermit's learning in the story.
The approach of using cognitive and knowledge development creates the mental process of
attention, memory, producing and understanding the process of learning (Smith, 2002). The three
different cognitivist theories, Cognitive Information Processing (CIP), Piaget's Theory and
Perspective of Interactional Theories of Cognitive Development helps capture the significants of
cognitive and knowledge development in capturing the true meaning critical thinking. Cognitive
Information Processing (CIP) develops the approach of problem solving and decision making. The
concepts of cognitive information processing provides the content of effective decision making
including being knowledgeable about the content of personal human values, interest, skills and
preference (Peterson, 2008). Piaget's theory develops the idea of formal operational stage of
development. Piaget's theory of cognitive

Constructivism And Sociocultural Education Essay
Pedagogy is from the Greek word "pedagogue" , it is the study of educational activities. The
development of pedagogy is related to the development of education, and many other relevant
disciplines such as philosophy and psychology also participate in. There are many genres of
education, in this article mainly talk about constructivist and sociocultural.
Science piaget put forward constructivism, it has been an important topic of scientists' research.
Constructivism is a theory of knowledge and learning, emphasizing the learner's initiative that
learning is based on the original knowledge and experience to construct the process of
understanding, Teachers are no longer the main role for teaching, their role is to encourage students
to ... Show more content on Helpwriting.net ...
This article mainly compare teacher's role and children's education theory.
1.1The teacher's role
Glasersfeld (1995) claims that the Knowledge needs to be absorbed by ourselves, rather than
passively accepted. We need to construct the knowledge and let it becomes a part of ourselves.
According to this, students play an important role in learning process, the teacher need to guide
students rather than assign the knowledge. Knowledge should be constructed rather than only
depend on teachers and textbook, and students need initiative to accept the knowledge rather than
force to learn. We also need to achieve the purpose of learning through practice, learn the experience
from the changing things and build our own knowledge system (Dewey, 1998). Montessori (1997)
also states that that when we solve the problem, we should rely on ourselves, teachers are only the
role for regulation. To sum up, constructivism argues that in the process of teaching students role are
more important than teachers. Teachers just need to give advice to their students and to inspire and
guide them.
Social constructivism states that the role of teachers as the designer and executor in the teaching
task. With the advancement of education and teaching technology teachers have more teaching tasks
in the teaching materials. More teaching tasks and materials seem to bring great convenience to the
teaching work, but blindly or mechanically to chose maybe can not achieve the expected teaching

The Theories Of Nature Vs. Nurture
Through history, the idea of nature vs. nurture has been a hotly debated issue. Nature, or genetics is
often believed to be the most important aspect of a persons' upbringing, as nature is something
intrinsic to any one person. However, many debate that nurture, or the care and encouragement of
any human life, trumps nature. The earliest evidence and rebuttals of these theories have been honed
and developed over time by specific psychologists and educational theorists – all who hoped to
prove their own ideas as fact at one time in history. John Locke was the forefather of the
Educational Constructivist movement, which theorized that children and learners construct their
personal knowledge in both social and individual situations. Though his opinions were often
disputed, Locke had many opinions and theories of the habits and social conventions for the
education of young children. Specifically, and perhaps most importantly, he believed that "It is more
accurate to think of the child's mind as a blank slate, and whatever comes from the mind is from the
environment" (Crain 7). This 'blank slate', or tabula rasa idea founded the theory of nurture.
According to his theory, as babies we are born without knowledge of what we should fear or how
we should act, it is up to our environments to teach us how to act and behave. In contrast to Locke,
Jean–Jacques Rousseau, a strict Naturalist, was more concerned with the development of a person's
character and moral sense. Rousseau was

College Student Development Final Exam
CNS574 | COLLEGE STUDENT DEVELOPMENT FINAL EXAM Your final must be submitted
by Wednesday at noon (12:00 p.m.). 1. Four college friends─ Nancy, Kim, Joelle and Teresa─ who
have not seen each other for several years are at their 10 year college reunion. As they are sitting at a
table during a reception, they begin to "catch up" and discuss their lives and how they see
themselves in terms of their roles, relationships, and responsibilities. Using Marcia's and Josselson's
theories, assign an identity status and provide an explanation of why you believe each woman is in
that status at this time of her life . With an in–depth analysis of the four friends, there are several key
factors that relate to Marcia's and Josselson's theory of ... Show more content on Helpwriting.net ...
Finally, Teresa would be classified in Moratorium, or a searcher, because she at this time in her life
she is searching for a new identity. Having completed college with the "wrong major", she is in
crises trying to figure out how to proceed. She has no commitment to a previous identity, or to move
into another identity. 2. Using the models proposed by Kohlberg and Gilligan as your theoretical
foundation, outline the 3 levels (which includes 2 stages at each level) of Kohlberg's theoretical
model or the 3 levels of Gilligan's model through the lens of Carla regarding her possible thoughts,
moral development progression and choices on the issue of hazing and her role in her organization.
Carla would be classified as a stage four, social system morality, in the conventional morality level
of Kohlberg's theoretical model. She is in this stage because her role is to provide pledge members
with the best experience, while obeying the policies set forth from the university. Despite the
pushback from the chapter's community, she upholds her decision because it is the right thing to do.
Robin would be in the stage five, human rights and social welfare, of post–conventional level
because the bond gained from hazing will benefit the sisters as a whole. Identify what you would
convey and suggest to Sally regarding her coping with the current transition process occurring in her
life using Schlossberg's

Theory of Cognitive Development and Children
Discuss the concept of 'constructivism' (from Piaget's theory of cognitive development). Use a mix
of theory and research to back up your ideas about whether or not the child constructs his/her own
development.
The understanding of how children comprehend the world around them has been a highly researched
part of cognitive development in Psychology. Jean Piaget was one of the first researchers to develop
a theory suggesting that children understand the world around them by actively seeking information
from their environment, and continuously expanding their knowledge by organizing, adapting and
assimilating this information Berlin, (1992). Piaget's theory known as constructivism theory, has
undergone a high level of scrutiny, centring ... Show more content on Helpwriting.net ...
The failure to reach the correct location Piaget explains as egocentrism clamming that at this stage
children fail to see the situation in a different point of view thinking that because the object was
placed in the first location that that object would permanently be there, Piaget, J. & Inhelder, B.
(1969). Testing Piaget's A–not–B theory Kaufman and Needham (1999) tested 40 six and a half
month infants. Using habituation technique they concluded that infants looked longer when the
objects were moved. Contrary to Piaget's findings, they suggested that infant special orientation
development happens at much earlier age, arguing that Piaget underestimated infant ability.
The second and third stage Piaget proposed are the preoperational and concrete stage at this stage
children understand object permanence (that objects continue to exist even though they cannot see
them) , spatial layouts and also the use of language for problem solving starts during the
preoperational stage through constructing existing information and eventually expanding this
information. However until the age of seven children still see the world from their egocentric view
(i.e. refusing to see the world from a different point of view). At the concrete stage children are able
to solve visual problems such as lining in order dolls from the tallest to the shortest, however they
are not able to solve mental

Uri Bronfenbrenner
In Family and Communities partnerships the discussions focused on Uri Bronfenbrenner's
ecological systems theory. Discussions of child development concentrated on how the microsystem,
mesosystem, exosystem, macrosystem and the chronosystem affects children and their development,
and how these systems are directly responsible for the socialization of children.
The standard way of thinking about child development is that it depends on either nurture or nature.
However, as this class pointed out through an in depth study of Bronfenbrenner's theory, a child's
development and socialization happens over a series of systems. The text puts it this way, "The
bioecological model of human development represents the evolving character of science, because ...
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I have come to a greater awareness of how each system will have an effect on the future children of
my classroom. I believe that the techniques discussed in the text toward being able to change
attitudes about diversity (Berns, 2016) will enable me to foster a classroom environment that will
enable all the children in my classroom to have a positive attitude towards all cultural differences.
Because of this class I know why the microsystem, mesosystem, exosystem, macrosystem and the
chronosystem affects children and their development. I know that as a teacher I can have an effect
on children, and their own prejudices, and I will be able to address them and optimistically, change
them benefitting society as a

Colberg's Theory Of Psychosexual Development
Introduction
The term development refers to change or growth that occurs in children. It starts with infancy and
continues to adulthood. A development theory concern with three things and it deal with change
over time. First, it should describe changes over time within an area or several areas of
development. Second, it should describe changes among areas of development. Third, it should
explain these changes. In developmental theory it focuses on abnormal behavior and later
researchers became increasingly interested in other topics including typical child development as
well as the influences on development. It is very important to understand the child development,
because it allows us to fully appreciate the cognitive, emotional, physical, social, and educational
growth that children go through from birth and into early adulthood. This essay will briefly ... Show
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By using Colberg's theory will helps to balance the right or wrong among the living. In my teaching
I can use colberg's idears like:
By teaching them the values, norms and practice in our real life.
When planing lessonplanes I can include as many activities .and I should teach them what is right
and what is wrong.
Students should know that,if they misbehave, then they will get punishment.
Freud's Theory of Psychosexual Development
Freud's theory of psychosexual development is one of the wonderful theories and it is the first
theory found about human being. . Freud believed that personality develops like a series and it starts
from childhood. Early experiences play a large role in personality development and continue to
influence behavior later in life. Freud's Stages of Psychosexual Development are same like other
stage theories and completed in a result either healthy or unhealthy personality. Freud argued that
the human personality can be divided into three different

Jean Piaget's Influence On The Development Of Constructivism
Constructivism is defined by ( (Marsh, 2007) as a theory of how the learner constructs knowledge
from experience, which is unique to each individual. The theories of constructivism require
qualitative change evidence within conceptual content(Carey, Zaitchik, & Bascandziev, 2015). Also,
there's a difference between cognitive constructivism and social constructivism. Cognitive
Constructivism is when individuals construct ideas based off of personal process, whereas social
constructivism believes that ideas are constructed through student and teacher interaction(Powell &
Kalina, 2009) Many people give credit to Lev Vygotsky for his constructivist theory but Jean Piaget
is the patriarch of the theory.
Jean Piaget's influence on the ... Show more content on Helpwriting.net ...
Equilibrium is when life could be understood by existing schema, making harmony and ___
predictable. Disequilibrium is when schemas don't add up(Herman, 2012). The best way to describe
schemas is the connection and assimilation with experience. Those elements should be differentiated
by new and existing schemes (C., 2016).
To benchmark levels of thinking, Piaget created a four stage theory for cognitive development to
measure high–level thinking. The four stages are Stage 1: Sensorimotor Stage, Stage 2:
Preoperational Stage, Stage 3: Concrete Operational Stage, and Stage 4: Formal Operational Stage.
He also created a two–stage theory of moral development for cognitive development. The two stages
are Stage 1: Morality of Constraint, and Stage 2: Morality of Cooperation (Herman, 2012).
Lev Vygotsky's influence on the Development of Constructivism
A Brief Biography
Vygotsky was born in Orsha, on November 17, 1896. When he was one–year–old his family moved
to Gomel, a larger town in Belorussia. His mother was a teacher, in which Vygotsky developed his
love for German literature from her. He was excluded from several avenues of opportunities because
he was Jewish. He was known as the "little professor" because he led students into small discussions
about philosophical matters.
After graduating from high school Vygotsky planned on attending Moscow University to study law.
Prior to getting accepted, the

Piaget's Theory Of Cognitive Behavior Analysis
Introduction When we think of cognitive development theories that are widely discussed among
educators, the names Piaget and Vygotsky seem to appear. This is so, because they are both
renowned psychologists in the fields of cognitive development. As students grow and mature, one
could see the changes and aspects outlined by each theorist among their class. As a result, we could
analyze the aspects of each theory as they are applied in the classroom among each student.
Educators then have insight into the instruction planning process, as they know what developmental
supports each child may need; thus making conducive and appropriate classroom instruction. Piaget
To begin, Piaget is widely known for his four stages of cognitive development; those being the
sensorimotor, preoperational, concrete operational, and formal operational stages. His theory
suggests that children are very ... Show more content on Helpwriting.net ...
It is almost impossible to have a class full of students who are in the same exact spot
developmentally, making a general lesson plan almost seem redundant. Therefore, it is important to
employ the characteristics seen in Piaget's theory in order to determine the development stage any
one child may represent. As a result, instruction can be planned to be appropriate for each child. For
an example, as could be seen in the video, "Piaget's Stages of Development", a child in the concrete
operational stage can't grasp the idea of abstract ideas, and the child in the formal operational stage
can access the meaning of the abstract idea (Smith, 2011). Therefore, one could use manipulatives
and visuals that helps the child understand the concept, or one could adjust the outcome or lesson to
meet the objective, all while appropriate for said student. All in all, the theory gives the teacher
insight into planning appropriate instruction for all

Jean Piaget's Four Stages Of Cognitive Development
Theory Overview Jean Piaget's theory of cognitive development proposes that the developmental
process of a child is the result of their brains maturity, their nervous system, and environmental
factors. He believes the foundation of a child's ability to learn is through discovery learning (Gordon
& Browne, 2016). Piaget suggests that a child's logic of thinking is different from that of an adults.
Children's cognitive performance is directly related to the stage of development that they are in
currently. Additionally, these stages are divided into sub–stages to provide greater insight into a
child's cognitive growth process. The initial stages of development is considered a difficult point to
try to determine a child's developmental ... Show more content on Helpwriting.net ...
Sub–stage 5–twelve to eighteen months, this stage is characterized by a child's ability to
conceptualize the idea that an object that cannot be seen still exists. The sixth and final sub–stage of
the Sensorimotor Period is eighteen to twenty–four months, this stage is characterized by a child's
ability to understand through reasoning and express themselves creatively (Lefmann & Combs–
Orme, 2013). Stage 2–Pre–operational Thought (i.e., 2 – 7 years old); the Pre–operational Thought
period is defined by a child's ability to create their own form of communication. Sub–stages of the
Pre–operational Thought are characterized by a child's ability to identify characteristics of
photographs and their use of an intuitive thought process (Powell & Kalina, 2009). Concrete
Operations (i.e., 7 – 12 years old); the Concrete Operational period is defined by a child's ability to
reason logically. Formal Operations (i.e., 12 years old – Adulthood); the Formal Operational period
is defined by a child's ability to use critical thinking and analytical reasoning to approach new
challenges. Children initially enter into action–based (sensorimotor) and progress into a mental
(operational) level as they grow older (Powell & Kalina, 2009). A comparison of the theories of Jean
Piaget and Erik Erikson is important to gain a holistic point of view of a child's developmental
progress. Theory Comparison A major factor to consider when comparing the

Piaget's Theory Analysis
Jean Piaget's theory of cognitive development and lev Vygotsky's sociocultural theory delve into the
utmost specificity of a child's cognitive development. Each theorist developed knowledgeable
understanding as to how children learn cognitively. Piaget observed how children would solve
problems and believed cognitive development was influenced by social transmission. (Duchesne &
McMaugh 2016). Whereas Vygotsky accentuated the social nature of learning and the addition of
social interaction. (Duchesne & McMaugh 2016). Applying Piaget and Vygotsky's theory into the
classroom can be highly beneficial for acquiring a suitable environment to match all student levels
as will be discussed in Mr. Gino and Mrs. Van's scenario. Piaget's theory ... Show more content on
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He believed that if a student could do something with a more knowledgeable other, then they could
complete that concept/skill on their own. (Farr 2014). Vygotsky's overall goal was to focus
instruction on a student that was just above what they're capable of. With the help of scaffolding and
a teacher, support would be provided until the student could grasp the concept on their own. If a
student could not grasp the concept even with help, then Vygotsky would say that the concept was
outside of the students ZPD. (Farr 2014). Vygotsky was a constructivist; his idea was that cognitive
development was virtually a social process. His theory discovered that ways of thinking/acting are
first captured through interaction before internalized. This is so learning proceeds from the outside,
in. (Duchesne & McMaugh 2016). The strengths of Vygotsky's theory is that it administered a solid
infrastructure for examining how children learned before entering the classroom. His sociocultural
approach to education would conceive consistent personalized

Piaget 's Stages Of Cognitive Development Theory
The cognitive development theory refers to the ability to learn through thinking and reasoning.
Theorist Jean Piaget developed the stages of cognitive developmental according to age and how
individuals learn through their environment and senses. These stages are from infant to teenage
years. The first stage of Piaget's Stages of Development is called Sensorimotor, which are ages 0–2.
It describes how babies learn through their environment. The Next stages is preoperational for ages
two through seven. During this stage, a child uses his or her own logic to express thinking. From the
seven to eleven years of age, a child is in the Concrete Operational stage, where he or she will use
hands–on experience to develop knowledge. The final stage is Formal Operational. Between the
ages of eleven and fifteen, an adolescent develops a more abstract form of knowledge. One of the
main differences between these stages is object permanence. Piaget designed these stages in a rigid
format. This theory does not allow individual experience and background to be considered. In
conclusion, a weakness of this theory is that is doesn't mention how culture impacts learning. A
strength of this theory is that it acts as a guide for educators to provide variation while lesson
planning. The video, The Word Wall, showed children learning through the cognitive development
theory. With the first girl, the paraprofessional did not correct the child's phonetic way of spelling of
the word cat. By not

Provides Us With A Way To Learn Cause And Effect Relations
provides us with a way to learn cause and effect relations between environmental events' (Martin,
Carlson and Buskist, 2010, pg 259). Classical conditioning is learning by association Classical
conditioning is a type of learning in which an organism learns to transfer a natural response from
one stimulus to another, previously neutral stimulus. Manipulating reflexes does this. Operant
conditioning is a type of learning in which the likelihood of a behavior is increased or decreased by
the use of reinforcement or punishment. Operant conditioning deals with more cognitive thought
process. Both have similarities and differences, as do all forms of learning methods. Their
similarities are that they both produce basic phenomena. One such ... Show more content on
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36). Preoperational children are completely egocentric. Although they begin to take greater interest
in objects and people around them, they see these things from only their point of view. This also has
been said to be the stage of curiosity. Preoperational children are always questioning and
investigating new things and since they know the world only from their very limited point of view
they make up explanations for things they cannot explain (ICELS). The preoperational stage is
therefore characterized by egocentric thought and the inability for children to adopted alternative
viewpoints. According to Piaget this is the stage at which children's' thoughts differ the most from
adults. The third stage is the concrete operational stage. This stage extends from ages 7 to 11 and it
is during this stage that a child is able to perform mental operations. Piaget defines a mental
operation as an interiorized action, an action performed in the mind which permits the child to think
about physical actions that he or she previously performed (Piaget 1973, p. 36). At this time children
demonstrate logical, concrete reasoning and their thinking becomes less egocentric as they are
increasingly aware of external events. The primary characteristic of concrete operational thought is
its reversibility; the child can mentally reverse the

Personal Statement : Assignment On College Student...
College Student Development: Assignment 2 While most of my work in my fellowship is focused
around the needs of commuter, graduate, transfer, and veteran students, I have gotten the
opportunity to serve on a few student conduct cases in my spare time. In one of the cases I served on
this past week, I interacted with a student who had been accused of being in the residence halls on a
weekend, which he was forbidden from after receiving a sanction for a previous violation in the last
academic year. As I listened to his story regarding how he believes he was not in the area he was
accused of being in, it was evident that many of the perspectives concerning student development
theory had affected his past and present decisions. By listening to how the student spoke and
discussed what led him into the situation he was in during this case proceeding, it was apparent that
the sanction given to him during the last academic year had a significant effect on his college
experience this semester. The issues the student brought up as to how his experience has changed
since being sanctioned last year resonated with Schlossberg's Transition Theory, which demonstrates
how certain events can have a significant effect on relationships, routines, and roles (Patton, Renn,
Guido, & Quaye, 2016). For instance, because the student could not be in the residence halls on
weekends, it was difficult for him to spend time with his college friends and girlfriend who all live
on–campus. In

How Did Piaget Contribute To Education
I think that Piaget's contributions to education are fundamental. A clear example is his theory of
cognitive development that stresses that children are capable of building their own cognitive world.
Moreover, Piaget emphasizes how children at different points of their development systematically
change the way that they learn and think. I believe that Piaget had and still has a strong influence on
the way the educational approach is performed. Piaget's theory allows educators to customize
lessons which better adapt to a specific child's age group. In my opinion, this facilitates the process
of learning enormously. Having Piaget theories into account and considering that Ms. Rosas
students are in the concrete operational stage, we can infer

What is Cognitive Development Theory?
Cognitive development is best described as how a person's thought process develops, and how these
thought processes impact how we comprehend and interact in the world (Cherry, 2014). As a person
progresses through life from childhood to adulthood, the manner to which they take in knowledge
and mature is the basic theory of cognitive development. There are many different opinions and
theories to cognitive development, but through each of these there are three things that are always
constant;
1. There are multiple stages of learning throughout a person's life, and each person will inevitably
experience each of these stages.
2. Constructivism will always be present.
3. The influences of society will always limit the growth of a ... Show more content on
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Vygotsky's theory was based on the premises that intellectual development was a social process
unequivocally linked to the teaching of information, he believed that learning proceeded
development (McLeod, 2007), Piaget however considered intellectual development an extremely
personal process, he believed that people gained knowledge based on their experiences as opposed
to their teachings (Piaget, 1973).
As described above, Piaget's theory was centered on the development of an individual's schemes and
his belief that people developed their schemes personally with no outside teachings. Vygotsky on the
other hand based his theory on the idea that language is fundamental in intellectual development,
and that knowledge cannot develop without proper teaching. Vygotsky theorized that children
integrated the speech of others into their own learning, he referred to this a private speech, Vygotsky
believed that children would use their "private speech" to help gain knowledge and advance their
intellectual development. Today we refer to Vygotsky's theory as The Zone of Proximal
Development or ZDP, ZDP characterizes cognitive development as a person's capability to use
thought to manage their behavior, this can only come after a person becomes proficient in their
cultures language methods, once this occurs an individual uses these methods to adjust their thought
process (Kozulin, 1997). Education under the ZPD today

Development Of A Child And Adult
Teaching is necessary to educate children and adults in order to open a wider world and
understanding. However, everyone takes in educational concepts differently and all adults and
children have different speeds in which they develop. This concept leads to a few proposed theories
which were studied by Lev Vygotsky and Jean Piaget in the early 20th century, possibly changing
the way educators and psychologists viewed the development of a child and adult although their
work did not receive light until recently. Between these educators, there are theories which are
effective and some that are not, arising many criticisms. Nevertheless, the changes made as a result
of these theories are studied through the scenario of Mr. Gino and Mrs. Van by ... Show more
content on Helpwriting.net ...
Gino is a secondary teacher who recently had the chance to observe the learning environment of
Mrs. Vans primary school class. After these observations, he realised the importance of some
elements such as engaging the students in class. As shown above and in Piaget's theory, although
group work can be important, independent learning must also be in place for children to learn. An
example of this is assimilation, where students gain new knowledge and experience from their past
mistakes building upon their preexistent schemas. As these schemas adapt to new knowledge over
time, they evolve and it is stored in their long – term memory.
However, Vygotsky, on the other hand, mentioned that in order to educate someone it must happen
in small groups with one better performing student indicating the importance of the Zone of
Proximal Development (ZPD) (Vygotsky, 1978). The ZDP is the difference between a child's actual
development level and potential development level, undertaken by a child performing tasks with
assistance from a more knowledgeable/capable peer or teacher (Duchesne & McMaugh, 2016). This
notion is both effective on the social and cognitive development of a young child as the theory of
play is also interconnected, helping the child to develop. The ZPD is very closely intertwined with
the indication of scaffolding where teachers or others provide support towards the learner in order to
enable a task to be completed successfully by adjusting to the

Piaget's Theories Of Child Development
I knew nothing of theories of development before beginning this unit which covers child
development for educators. It is interesting to read and discuss with my peers different
developmental theories, their strengths and weaknesses, and how theories can be combined to better
my understanding of the cognitive development of my own children and the future students that I
will be teaching.
In Piaget's theory of development I learned that all children, as they are growing up, advance
through four stages of development; sensorimotor, preoperational, concrete operations and formal
operations (O'Donnell et al., 2016). This means that from birth until adulthood all children are
progressing through a specific series of steps, and with each step children are increasing their their
knowledge of the world around them through their developing language skills, mental awareness
and deductive reasoning. I found Piaget's theory easy to understand ... Show more content on
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For example, if I were teaching a Foundation class, there would be no point in asking the students to
write a 500 word reflective essay on the benefits of keeping animals as pets. This would be more
suited to older children who have progressed to the formal operations stage of cognitive
development. The Foundation students have not progressed through the previous stages of
development and their schemas have not developed enough to have the capacity to be able to
approach such a task. Instead I would teach at the preoperational stage and have children bring their
pets into the classroom and talk with the other students about why they like having a pet. I
understand that being knowledgeable about the different stages of development as presented in
Piaget's theory is important for my future role as a teacher as it will enable me to better engage the
students with appropriate learning and

Student Development And How Theory Has Evolved Over The...
The first two chapters of this book set the background for student development and how theory has
evolved over the years. As time passed and college student demographics changed, new ideas and
views were developed to understand the ever changing student body. Theorists realized that the
college experience was different between demographic groups. Being able to develop student affairs
practices and activities that can reach the different student groups is probably the biggest challenge a
student affairs professional will tackle. It is said that student development is most achieved by
involvement by the students. This means that these activities must be designed to accommodate
students from all walks of life. What speaks to me the most, is the idea that student development
relies on more than just the student affairs professionals. All levels of the educational system must
be involved in student learning to benefit the student as a whole. This means that instructors not
only need to teach their respective classes, but they need to encourage participation in other areas as
well. It is in my opinion that student development starts in the classroom. The faculty are really the
people they see the most every day, and their opinion of the institution is directly influenced by the
instructors that represent it. I see too many instances where instructors feel that student success is
not their job and, in return, do not care. The text mentioned that in order to see how student success

Child 's Mind And Brain Process New Information
Jean Piaget (n.d.) has mentioned that "Knowing reality means constructing systems of
transformations that correspond, more or less adequately, to reality." This believed to apply to every
human being including children. Cognitive development is a neuroscientific and psychologic study
of a child's development on how they process the information, uses of the mental resources and
skills, learning different languages and other characteristic that a child will develop comparing to an
adult's brain. For decades, different psychologist such as Jean Piaget, Jerome Bruner, and Lev
Vygotsky have researched and created different kind of theories that helps the adults to understand
how a child's mind and brain process new information especially in ... Show more content on
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Hidden curriculum is a type of lessons that are not included in the formal curriculum and are
unintentionally taught by teachers. While the formal curriculum contains the topics for each of the
subjects and learning activities, hidden curriculum contains lessons that students pick up by
themselves. For example, from the class, a student can learn how to write English and how to
calculate Mathematics but they can also learn values such as honesty and how to interact with their
peers and how to respect elders such as teachers. These are all included in the hidden curriculum
because it is not written in the formal curriculum to teach thus the students automatically learns
from the school surroundings. Marsh et al (2014) states that in Piaget's theory students "...movement
through these stages depends on the quality of their environment." The right environment is
important because students can trust and understand what is right and wrong and school are and
should be one of great example of being the right environment for a student. The connection
between the Piaget's theory and the hidden curriculum is that a developing child understand and
evolve to their surrounding more quickly than adults and hidden curriculum that is taught in the
right environment can mold these knowledges to lead the child on the right path and make strong
citizen which is one of the main aims of education in a society.
From Piaget's theory states that learning needs to be engaging both

Uninterrupted Play
Providing Uninterrupted Play
Setting aside 20 minutes of uninterrupted play, is not yet a part of my teaching strategy. While I do
understand the importance of play, due to academic rigor and district mandates, I this important time
has not be factored into the daily schedule. Young children need uninterrupted time of play, and this
time should remain a childhood activity instead of part of a structured lesson plan (Bodrova &
Leong, 2015). "In Vygotsky's view, it is one of the accomplishments of the preschool years that
children overcome their impulsive, reactive behavior (i.e., their "knee–jerk" response to the
environment) and thus become capable of intentional behavior, an accomplishment critical for the
development of higher mental ... Show more content on Helpwriting.net ...
In collaboration with my team, I am researching activities to promoted sensory development. A
water table, and sand table will be requested for the upcoming school year. Playdough is now
provided not only for structured activities, but for free play as well. These activities are beneficial to
all children, including children with disabilities (Kanics, 2010). Through engaging their senses, a
child's learning is enhanced (Thomas & Raisor,

Student Development Theories
Successful college experiences revolve around three major areas: the transition, being successful in
classes/schoolwork, and involvement. These three areas have been determined from my work in the
Housing and Residential Programs Department for the past three years, as this is my first lass
focusing on student development theories. The three areas are must all be present in some way,
shape, or form in order for success. The first step is the transition from high school to college. This
is inclusive of moving away from home, and entering into an entirely different miniature society.
Incoming students need to learn to adapt to their new surroundings, develop relationships, and a find
their support system. Adaptation is important, for many ... Show more content on Helpwriting.net ...
Failing a quiz, test, or even a class bring reality into their line of sight. It helps them to learn that it is
time to become responsible, and that it is time to take the steps to become an adult. Every student
will fail in some way, it is inevitable. I am not saying it is an impending doom, but it will happen. It
might not mean failing a class, but can be growing a part in a friendship, putting on that freshman
fifteen, compromising your morals, or hitting the snooze button one too many times. Everyone will
fail in different ways, but most will find a valuable lesson to

Piaget Cognitive Theory
Piaget's Theory used in Mathematics Today Piaget took an interest in children's cognitive
development and came up with his theory of Cognitive Development; the Cognitive Development
theory consists of the four stages: Sensorimotor, Preoperational, Concrete Operational, and Formal
Operational (Ghazi & Ullah, 2016, pg. 1). Jean Piaget's cognitive theory has a wide array of effects
on children's learning in mathematics that are applicable to teaching today. Teachers today use
different strategies and teaching methods based on what stage children are in. I will discuss each of
the stages and how teachers use them in math today. The first stage is the sensorimotor stage, which
takes place between the age of zero to two, and is where children understand perception and
awareness of the environment through physical actions and the manipulation of objects (Ghazi &
Ullah, 2016, pg. 1). In the sensorimotor stage, the most important thing to understand is the idea of
object permanence and understanding that even when the child cannot see the object they are still
able to find it. Also, in this stage they begin to associate numbers with objects and they understand
counting. In order to enhance a child's math basis teachers are giving activities that include
counting. Asking question like "Who has more?" and "Are there enough?", start the foundation for
young children to not only understand these things in the classroom but even more so in the real–
world. Another way teachers enhance

Pursuing A Master 's Student Affairs
As a student affairs graduate student, I would like to consider my decisions to pursue my degree. I
decided to pursue a master's in student affairs because of my involvement as an undergraduate
student. While in undergraduate, I was involved with Alpha Phi Alpha Fraternity, Campus Activities
Board Directors, Student Support Services, Student Government Association, Residential Housing,
and the Department of Student Developments. Pursuing a Master's degree has always been an
interest of mines, but I never knew what degree to pursue. While working as a student worker for
the department of student activities, I gained a love for the college campus environment. This love
led to my decision to pursue a master's in student affairs. Reflecting on the material learning in this
course, I would like to think the Chickering's Seven Vectors and Schlossberg's Transition Theory has
helped me gain more self–awareness about my development and identity. In addition, theories such
as: Phinney's Model of Ethnic Identity Development and Social–Cognitive Theory of Gender
Identity Development would be beneficial in my career as a Student Affairs Professional.
Applying Chickering's Seven Vectors to my college experience is simple. I think that is because
Chickering's Seven Vectors can be applied to many college students' experiences. Chickering's
Vectors are developing competence, managing emotions, moving through autonomy toward
interdependence, developing mature interpersonal relationships,

Stages Of Jean Piaget's Theory Of Cognitive Development
Reversibility – Jean Piaget Overview: Swiss psychologist Jean Piaget's theory of cognitive
development, believed that children between the ages of seven and twelve, i.e. the concrete
operational stage, begin to understand the concepts of reversibility, which is one of the important
processes for logical thinking of conservation, besides classification and seriation. Reversibility is
the ability to think about steps on any certain action and being able to mentally reverse the steps to
return to the starting point (Woolfolk & Margetts, 2016). Children recognise that numbers, objects
or events can be reversed, i.e, changed and returned to original condition. Inductive reasoning is
incorporated by solving problems involving concrete objects and materials in the early stages of
concrete operational level and build on towards deductive reasoning in the later stage. Reversibility
is involved at all developmental stages of Piagetian theory. Reversibility plays an significant role in
developing knowledge connected to the curriculum areas like Mathematics and Science. For
example, investigating the connection between addition and multiplication; subtraction and division;
fractions, decimals and percentages, and demonstrating it using concrete materials provides students
with a significant opportunity to put the concept of reversibility in action. At the concrete
operational stage, the child is able to think through a series of steps and mentally reverse the steps to
return to the

Educational Theories Of Jean Piaget And Lev Vygotsky
Introduction The educational theories of Jean Piaget and Lev Vygotsky have influenced the field of
education for over one hundred years. While some critics view their theories as independent of one
another, they do bear some resemblance. As researchers have reviewed both of their theories over
time, some would suggest that their differences are irrelevant. (Lourenco, 2012) It is expected that
the theories of both can assist educators to reach and teach their students on a deeper, more
meaningful level. What follows is a summary of each psychologists theory, similarities, and
differences between their theories, and how educators can benefit from understanding their theories.
Piaget's theory. Piaget did not believe that intelligence was an unchanging value. He was more
focused on understanding how children formed concepts than by the amount of information they
could remember or recite. He was the first to study stages of cognitive development. He identified
the four stages of cognitive development as sensorimotor, preoperational, concrete operational, and
formal operational. (McLeod, 2015) Piaget placed a heavy emphasis on how interactions with the
environment influenced cognitive development and that development leads to learning. He believed
that children develop understandings of concepts based on their environment and they adjust their
understandings as they experience changes. (McLeod, 2015) Vygotsky's theory. Vygotsky favored a
sociocultural theory,

Criticism on Moral Development Theories of Piaget,...
Criticism on moral development theories of Piaget, Kohlberg, and Bandura and providing a new
model for research in Iranian students' moral development
Hossein Lotfabadi, Ph. D.1
Abstract
It's been years in the psychology and assessment of moral development that theories of genetic
epistemology and social behaviorism (which are based on Piaget, Kohlberg, and Bandura's
approaches) have been in the center of attention for the psychologists and education experts and
have been used by the educational counseling centers and other psychology centers in Iran.
Therefore, there have not been a suitable theory and proper native assessing tools made in our
country in the field of moral development. The main issue is that the theoretical foundations ...
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The mentioned attitude pays no attention to the eternal moral foundations, to the moral motives and
emotion, to faith and cultural morality, to the moral behavior and objective reactions, and the mental
structure of the people in the rest of the world. Investigating the moral development theories among
Western psychologists brings us to the conclusion that we can divide them into three groups. A
group of the Western psychologists (such as Lorenz, 1983; Goodall, 1990; da Waal, 1991 & 1996;
Raine, 1997; Hoffman 2000; Haidt, 2001) believe the roots of moralities and social behavior to be in
the human biological evolution history. Another group (including the psycho–analysts such as
Freud, 1925/1961, and social–learning theory–makers such as Bandura, 1977) believe moralities to
be compatibility with social norms. The third group, is the one whose viewpoints have been
considered more than any of the other two groups, who state that morality is fundamentally the
amount of cognitive development. Jean Piaget and (1932/1965) and Lawrence Kohlberg (1976),
more than any other psychologist, represent this group. The though foundations of some other
psychologists (such as Gilligan, 1982; & Rest, 1986) who have conducted more recent studies about
moral development as well can be considered in this

There Five Major Learning Types.
There are five major types of learning theories. These five theories are; social learning theory,
cognitive development theory, progressive education and other philosophies, social development
theory, and attribution theory. Each one a different idea on learning and a different way it can be
used in the classroom.
The first of these theories is social learning. This meaning a student learns the context threw social
interaction. Through group activities the lessons are taught. Also learning through other forms of
public activities. All the while the student is receiving feedback and suggestions not only from the
teacher but from his or hers peers as well.
When talking about social learning there are quite a few different things ... Show more content on
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When each student had completed each assignment binds them together in a book and share them
with the class. Have each student pick a location they thought was interesting and right a review.
This would teach each student about many different locations while showing them the actually
research a person would do if they wanted to take a vacation to a foreign place. Lee Vygostky
believed that social interaction always precedes development. Unlike Jean Piaget, Vygostky thought
that each person went through each stage two times. That everyone went first through the stages
socially, later by themselves on their own level. He also believed that students should play an active
role in the learning experience. This actually promotes learning between both the teacher and the
student. It gives the student a chance to share his or hers knowledge with others instead of always be
taught. This helps with the students themselves teaching each other to an extent. By exchanging and
sharing their knowledge. In the class room we can set up many activities to express this learning
style. With the social interaction we start to think of many group activities but the catch in this is to
have an individual learning process involved as well. Such as in a science fair, having groups of two
or three completing one project together. Collecting results and showing the information gathered.
Then to challenge the results have each student t complete the experiment on their own.

Graduation Speech : My Experience At The Front Of The...
There I was, eagerly practicing and ready to show off my newly learnt ABC's in front of the entire
class. The time had come, my hand shot straight up in the air, waiting to be picked to sing my heart
out. It should be noted that before this we all practiced as a group to a corny cassette version. I was
confidently singing, hitting every letter as it went by. As I strode to the front, as assured as any six
year could be, remembering all the practice I had put in at home, singing the ears off everyone I
knew, I was ready.
During our school years we are overloaded with memories, some amazing, life altering ones and
some one would rather forget. In my case, the memory I've begun to share is one of those memories
that I could have done ... Show more content on Helpwriting.net ...
Another group of theorists have explained cognitive development in terms of changes in children's
ability to process information (Duchesne, 2012 pg. 94). Kindergarten, according to Jean Piaget, is
the time children would fit into the Preoperational stage of development. This is the stage in which a
child is not yet able to operate or carry out logical physical actions mentally but is reliant on
manipulating real materials. Piaget emphasized the limitations of children's thinking during this
stage (Duchesne, 2012 pg. 60). With this information we can recognize that at this age, children's
information processing is not yet at it's strongest.
As I stood ready to sing the alphabet I began to get extremely nervous in front of all the kids, eyes
poised and watching me. I began flawlessly, gaining back my confidence until that dreaded Q, R,
and S. Not only did I jumble up the order but I immediately forgot the rest, I just stood their frozen.
Encoding and retrieval is a big part of what encompasses information processing. This is the action
of storing information in the long–term memory and then bringing that stored information back into
the working memory (Duchesne, 2012 pg. 94). Like previously mentioned in the Preoperational
stage, this process can be difficult for younger children however definitely not impossible. My
memories of learning the alphabet relied heavily on the information processing theory. Our teachers
aimed to have this skill in

Pyschology- Piaget and Vygotsky
Piaget was the first psychologist to make a systematic study of cognitive development. Piaget was
interested in how intelligence itself changes as children grow which he called genetic epistemology.
Genetic epistemology was based on the 19th century biological concept of recapitulation (Piaget
was a biologist first whom later trained as a psychologist). It was thought before piaget's studies that
children were merely less competent thinkers than adults. However, through his findings, Piaget
showed that children think completely different than adults. According to Piaget, children are born
with a very basic mental structure (genetically inherited and evolved) on which all subsequent
learning and knowledge is based. Piaget based his theory ... Show more content on Helpwriting.net
...
Vygotsky's theory outlines that a child's use of internalising language is crucial to their development.
Through the use of socialising, children are encouraged to talk to themselves, write/ draw how they
feel as a tool to their inner monologue. The use of language controls our thinking as well as
communicating our thoughts to others; therefore the child is learning to think logically. "Thoughts
becomes verbal and speech rational" ( Vygotsky, 1962). Vysgotsky observed that children are able to
complete more difficult tasks if they have guidance. He describes this as scaffolding. Supporting the
child is known by Vygotsky theory is ZPD (zone of proximal development). Here is where adult or
'expert' guide the child to their full potential. The expert will supply their knowledge of the situation
slowly taking away their support or help until the child is able perform the task alone. Thus, with the
appropriate semiotic mediation (scaffolding) the child abilities become sophisticated higher
cognitive process. Piaget and Vygotsky are both significant contributors to the understanding of
cognitive development. Both theories had the same approach to learning of constructivist; students
learn by fitting new information with what they already know. Another similarity of the two theories
is that they both believe boundaries of cognitive growth are established by social influences. They
both have adapted to a child centred approach to

Cognitive Theory And Jean Piaget Cognitive Development...
Introduction: All children are unique as they learn, progress, develop at different rates and in a
variety of ways. Nearly all theorists agree on the principles of children's learning expansion in
general and play a vital fragment of early childhood development. They all accept that cognitive
learning is relatively systematic and takes place gradually at a variety of rates. Learning only occurs
when experience causes a permanent change in an individual's knowledge or behaviour (Weatherby–
Fell, N. 2013). I am reviewing Burrus Federic Skinner's behavioural theory and Jean Piaget
cognitive development theory. This report style essay will provide an overview of the two theorists,
a comparison between the two in relation to the image of the child, teaching, learning and
development, and an analysis of how these two approaches align with the Early Years Learning
Framework (EYLF). Subsequently, details of both theories will be discussed and explained to
illuminate the differences and connections to how children learn. These two extremely well–known
theorists' approaches are stimulating, cause reflection upon learning methods and ensures thought
provoking teaching. Overview of B. F. Skinner's Behavioural Theory: 1904– 1990 According to
Boeree, C, George (2006), B. F. Skinner's "entire system is based on 'operant conditioning'".
Behaviourism is determined by the environment and is "concerning with the effect of external
events such as reward or punishment for behaviour" (Duschesne,

Learning To Read: A Case Study
Regardless of the fact that children start in the same spot when it comes to learning, every child is
different therefore, there are possibilities to developmental delays. During one's middle childhood
period, cognitive processes, among many other factors are developing. Children encounter many
hardships during this time. Learning to read is a major developmental challenge for many kids.
According to an article regarding struggling readers, "learning to read is a challenge for almost 40%
of kids" (Reading Rockets, 2015). As life progresses, so does a child's development and how they
manage to go through life day by day. The challenge of learning to read can definitely affect the
adults present in a child's life. Teachers and parents are two of the biggest roles in a child's life that
has to deal with this obstacle in development. A teacher needs his or her students to become well–
rounded educated citizens. However, this period of time is definitely one of the hardest stages for
teachers to be successful educating all of their students only because this is the time in the learner's
life where they are being taught many different new concepts required in life for them to ... Show
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An educator and or a professional can use Bronfenbrenner's ecological systems theory to break
down different factors potentially affecting the child's ability to learn to read. By attempting to
eliminate distractions, the educator is more likely to be successful with the student being challenged.
Another way an individual can help the student manage their conflict would be providing extra one–
on–one time with the child to focus on what needs to be worked on the most, what does not need to
be worked on and what could potentially improve when it comes to their reading

Factors That Influence Young Children's Cognitive...
Summative Course Assessment Tisha Montano Grand Canyon University: ELM 500 November
22,2017 PART A– SHORT ANSWER QUESTIONS 1. What are some of the factors that influence
young children's cognitive development according to the theories developed by Vygotsky? Lev
Vygotsky made some of the most significant contributions to theories of child development,
especially in the area of cognitive development. Vygotsky was a Russian psychologist who was born
on November 17, 1896, in Orsha, a part of what was once known as the Russian Empire. According
to Vygotsky cognitive young children's cognitive development is influenced by the social
interactions that children engaged in and also imaginative play. These are the two main factors that
influence the cognitive development of young children. Vygotsky believed that social connections
that children engaged in assisting them to discover and create meaning from the things that they
discover. Exclusively, he believed that "some of the most important learning a child could
experience was in the social interactions they had with a skilled tutor that is often an adult, such as a
parent or teacher. The child will observe the behaviors of the tutor as well as follow the verbal
instructions the tutor provides. The child will then emulate what they observe in their tutor. The
child tries to understand what they observe and the instructions they receive by copying and
internalizing while learning to apply them to their own

What Are The Four Major Developmental Theories

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