Cognitive Development In Childhood

Paper Summary:

This paper addresses the question of cognitive development in childhood and how it has a significant impact on further development throughout a person's life span. The paper suggests that many people are still unclear on precisely how learning at this life stage occurs. The paper examines three of the premier theorists on child development and evaluates how each approach contributes to a greater understanding of how children learn.

Table of Contents:
Piaget's Theory of Development
Vygotsky's Zone of Proximal Development
Social Cognitive Theory
Conclusion

From the Paper:

"Lev Vygotsky strongly believed that children often follow an adult's example, and thus have the capacity to develop skills and tasks on their own. Vygotsky presented these ideas under the Zone of Proximal Development (ZPD). In ZPD, the learner, teacher and the content all interact with a problem that needs to be resolved (Vygotsky 1978). Vygotsky's ZPD is thus a problem-based approach. The learning occurs as a child observes the adult/teacher. This social interaction is important, since the teacher acts as a model for a student to find appropriate solutions to the problem at hand. Vygotsky believed cognitive development or learning occurs when partners work jointly to solve problems (Vygotsky 1978). Many schools are therefore applying this approach through mentoring programs, where older students act as teacher/mentors to those in younger grade levels."

Sample of Sources Used:

• Bracey, Gerald and Stellar, Arthur. "Preschool education, Long term planning, Quality of education, Education policy." Phi Delta Kappan. 84(10). Proquest Database.
• Bracey, Gerald and Stellar, Arthur. 2002. "Preschool education, Long term planning, Quality of education, Education policy." Phi Delta Kappan. 84(10). Proquest Database.
• Piaget, J. (2000). The Psychology of the Child. New York: Basic Books.
• Vygostsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.

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