Comparison of Cognitive Development Theories

Comparison of cognitive Development TheoriesCognitive discipline is defined as the areas of neuroscience and psychology studies, concentrating on adolescent growth with special focusing on information processing, language discipline, conceptual resources, perceptual skill, and brain bugger offment. Jean Piaget and Lev Semyonovich Vygotsky were ii pioneers in the field of cognitive knowledge. With this essay I entrust compare and contrast each theorists views on the nature or development of intelligence. I shall also compare their views on the dots of development from birth through adolescence. And finally I will incorporate possible classroom applications of each theorists views.Similarities in Cognitive DevelopmentPiaget believed that all minorren are born(p) with a tendency to interact with and make sense of their environment and that they need little instructor intervention. He referred to the basic ways of organizing and processing information as cognitive structures. He defined the cordial patterns that comport behavior as schemes, and he theorized that we use schemes to find out about and interact with the serviceman almost us. Piagets possible action consisted of steps in the development of reinvigorated schemes of cognitive development referred to as adaption of adjusting schemes in response to a new object being introduced in our environment. The number one step in adaptation if called assimilation, or trying to understand the new object or event in our environment from k today scheme, and if the new object does not fit into an existing scheme, the individual will move into accommodation where they exchange an existing scheme to fit the new situation. Finally the person will reach an understanding of the new object, this process of restoring a balance between current schemes and the integration of the new schemes is known as equilibration. Piaget theory of intellectual development is a constructivism view, where individuals show sys tems of understanding through their experiences and interaction with in their environment, suggesting that development came onwards learning, that specific cognitive structures need to be substantial before certain types of learning shadow trail place.Like Piaget, Lev Vygotsky believed that cognitive development poses place in steps that are the same for all individuals. Vygotsky theorized the foremost step in intellectual development is learning that action and sounds rent meaning. Second, that step in cognitive development was practicing the new action or sound. And finally, using the actions and sounds to think and solve problems without the help of others, referred to by Vygotsky as self-regulation.Differences in Cognitive DevelopmentWhile Piaget believed that intellectual development was highly personal, and that individuals learned from experiences rather than the commandment of concepts and thought processes, Vygotsky believed that learning development was a social pr ocess directly linked to the teaching of information, and that learning proceeded development. Vygotsky theorized that language was the key to cognitive development, and learning was influenced by the culture of the individual. He believed that a child number 1 incorporated the speech on others into their personal knowledge and practices it, known as private speech, and later they utilise this private speech in efforts to solve tasks. Vygotsky redefined this theory into what we now know as The Zone of proximal Development. (ZDP) defines intellectual development as the ability to use thought to incorporate our own actions, but first we must master cultural communication systems, and then use these to systems to regulate our thought processes. Children learning with in the (ZPD) work on tasks that they could not complete alone, but were able to finish with the help of and competent instructor. These obedient moments demonstrate Vygotsky theory that learning proceeded development, and that cooperative learning promotes advance learning. His theory defined language as a way to pass on cultural values and that teaching language was the medium call for to develop cognitive thought processes.Similarities of the Stages of DevelopmentBoth Piaget and Vygotsky were story theorist, meaning they both believe that development takes place in observable stages. Piagets theory was that development took place in four stages.-The first stage for Piagets theory was the sensori push stage (from birth age 2) where the child explores the world using their 5 senses and motor skills. Children are born with what is described as reflex motor skills, suck, grasp, ect. During early development, the child uses these skills to manipulate the world and develops schemes from these experiences in a progression toward goal-directed behavior nearing the end of this stage of development.-Piagets second stage is Preoperational stage (2yrs-7yrs) He believed that children in this stage of dev elopment wouldnt have mastered the ability of more complex mental operations children do not have the ability to reason through their actions. They are considered egocentric, and assume others check out with their points of view. During this stage children lack conservation skills they do not understand that the amount of something remains the same when the show has been rearranged. And they have not developed reversible thinking or taking a problem thorn to its starting point.-Developmental stage three is the Concrete functional Stage (7-11) In this stage the child is starting line to achieve comprehension of abstract concepts. The child is starting to understand conservation, perspective and reverse thinking. The child is undefendable of systematic ordering and able to group objects accordingly. The child is starting to multitask in their thought processes.-And Finally, The Formal Operational stage Age (11 to early-adult) By this stage the person has accomplished abstract th ink processes. They have developed hypothetical and deductive reasoning. They have the ability to imagine situations and reason best solution principles. They are now capable of meta-cognition or able to think about thinking.Vygotskys stage theory of development was known as Scaffolding. In Scaffolding, First a teach starts with providing the child with a high level of support, such as one-on-one instruction, allowing the child time to develop an understanding of the concepts being presented. Next the mentor starts to scale foul the support allowing the child to take on more of the responsibility of the task. And finally, when the child understands the objective of the task the mentor steps aside allowing the child to perform the task on their own, demonstrating the comprehension of the knowledge set gained.Differences in Stages of DevelopmentPiagets theory of the stages of development, focus on development is necessary before learning can take place, and that interaction with one s environment is more strategic to development than mentored instruction. This view is very age oriented and continue in its outline and expatiations of child development. Where Vygotsky views learning as the processor to development. That language, culture and mentoring are all important aspects of the learning process that will help the individual develop successfully.Similarities in Classroom ApplicationPiagets and Vygotsky theories have similar applications for the classroom setting first Piaget wants the instructor must focus on the process of child thinking trying to understand how the child can up with the answer, and not just the product or solution to the problem, deemphasize practices aimed at making children make adult like decisions, and have the instructor acknowledge the differences in individual developmental progress. Vygotskys theory in a similar fashion, places emphasis on the childs thinking process, with the instructor understanding the childrens individual dev elopmental progress. As a teacher I can use these theories to develop class room techniques that focus on the students as individuals, and Ill try to understand their level of development so that I do not force the student to meet standards that are not conceivable given their state of understanding and cognitive development.Differences In classroom ApplicationPiagets theory wants the instructor to advance the students into self-initiation and active learning activities which take the emphasis off structured knowledge and encourages the student to explore and build on current levels on cognitive knowledge. This differs from Vygotsky theory, which advises the teacher to can planned activities, and encourage students to participate in planned group activities, which encourage them to learn in structure environments which encourage high levels of mentored instruction.With an option of the two theories, I think Ill stick to a more Vygotsky form of lesson planning. I believe that stud ents can do well with hand on actives, yet I believe that if the Instructor does not provide the student with structure the students do not develop at a rate that allow them to control themselves in a classroom setting, and that structure gives the student guidance and sets expectations for the students, that give the students goals to strive for.