Cognitive Developmental Theory
This paper analyzes the cognitive developmental theory in relationship to the significance of questions asked by and information-processing of 3-year-olds and 5-year-olds, focusing on aging, the moon and where babies come from.
# 21639 | 1,350 words | 3 sources | 1994 |
Published on Mar 05, 2003 in Psychology (Child and Adolescent) , Education (Early Childhood) , Psychology (Theory)
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From the Paper:"The fields of developmental and cognitive psychology have provided us with valuable insights into the combined effects of age and cognitive ability on a child's learning readiness. The questions a child may ask, and his or her corresponding ability to understand, will be relative to a particular developmental level. For example, a three-year-old might ask a "why" question, such as "why do people get old?" From time to time, children who have first started asking questions about babies when they were three years of age, will repeat them a little later on if a particular stimulus prompts them. Thus, the five-year-old may very well ask, "How does a newborn baby get out of the mommy?" The five-year-old's seemingly insatiable curiosity may lead to other questions about the mechanisms of natural phenomena, such as "Where does the moon go during the daytime?" "
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