See discussions, stats, and author profiles for this publication at: https://www.researchgate.
net/publication/341119328
Cognitive Development
Conference Paper · November 2015
DOI: 10.13140/RG.2.2.32151.11688/1
CITATIONS READS
0 12,970
1 author:
Steven Whitaker
Keiser University
46 PUBLICATIONS 9 CITATIONS
SEE PROFILE
All content following this page was uploaded by Steven Whitaker on 03 July 2021.
The user has requested enhancement of the downloaded file.
1
Cognitive Development
Steven Whitaker
November 2015
2
Introduction
Cognitive development is a field unified by certain themes and beliefs that are
basic; however, it is a vast and varied field especially in regard to cognitive development
in early childhood (Bjorklund, 2013). Throughout childhood, cognitive development
occurs within varies levels. As a result, cognitive development analyzes the nature of
development in regard to how children increase to develop conscious control over
cognition and behavior. Also, how cognitive development happens in a social context
(Bjorklund, 2013). Beyond this brief introduction of cognitive development in early
childhood, this paper will also compare and contrast the theories of Jean Piaget and Lev
Vygotsky as well as apply the theories of cognitive development.
Comparing and Contrasting Theories of Piaget and Vygotsky
Jean Piaget and Lev Vygotsky proposed two of the more so critical theories of
cognitive development in regard to how the thinking of children develops and changes
from infancy to adulthood. The theories beliefs of Piaget and Vygotsky are similar in
particular ways, but yet are different in other ways. However, Piaget saw children as
inquiring scientists who had an ability of learning by experimenting with one’s
environment. While, Vygotsky regarded children as apprentices who had the ability of
learning from other individuals who had more experience (Introduction, 2010). In
addition, Piaget held the belief that cognitive development occurred in stages while
Vygotsky would focus on themes providing a differing perspective in regard to
development (Broderick & Blewitt, 2015).
3
Piaget would develop one of the more so purposeful theories of intellectual
development based on stages. Piaget’s theory details four distinctive stages of cognitive
development. Each stage applies to any possible cognitive activity, and each stage
represents a specific organization of every thought in a unified mental structure. The first
stage, the sensorimotor stage occurs from birth to two years of age and during this stage
children are interacting with their environment. The second stage, the preoperational
thought occurs between the ages of two to seven. In this stage children gain an ability of
representing events and objects with a particular symbol, but do not have the capability of
logical thought. The third stage, the concrete operations is a stage that lasts from seven
years of age to the age of 11. This stage is the stage where children acquire the ability of
logical thought and applying such thought to external world representations.
However, this only occurs in the existence of perceptible objects. The last stage is
formal operations; established by adulthood but begins around 11 years of age. Children
do not just apply logical thought to things, but to ideas as well. For this reason, abstract
representations can occur such as the concept of justice (Stages of development, 2010).
Through his beliefs and theory, Piaget held that development occurred before learning
and that learning was a result of development. As for Vygotsky, his belief in cognitive
development varied from Piaget’s beliefs and theory. Vygotsky held the belief that
development and learning were working in a process by way of socialization and
language. Broderick and Blewitt (2015), “Vygotsky is arguably best known for his
emphasis on the critical role that the culture or society into which one is born plays in the
transmission of knowledge” (p. 108).
4
As a result, Vygotsky developed the theory of sociocultural and stressed that the
tools humans use mediated human thinking. Applying this concept to psychological
development, Vygotsky reasoned that cognitive growth was a result of continuous
expansion. As a result, this occurred because of the use of tools by humans and as a result
of the scope by which humans use such tools. These tools or also referred to as signs
were any and everything that humans relied on that helped thinking and learning, such as
writing or numbering systems (Broderick & Blewitt, 2015). For Vygotsky, language was
the more so critical tool. Indeed, Piaget and Vygotsky had similar and differing beliefs
and theories in regard to the concept of cognitive development, but their beliefs and
theories were critical to understanding cognitive development. Understanding such
theories through comparing and contrasting such theories helps for applying these
theories of cognitive development.
Applying Theories of Cognitive Development
As for applying theories of cognitive development, there are numerous ways of
testing for cognitive development in regard to preschool age children. For instance, one
test, in particular, is Piaget’s number conservation task that is useful for testing children
three to four years of age (Broderick & Blewitt, 2015). An example of performing this
test is to use a discrete set of items such as six pencils laid in a row with the same
distance between each pencil. Also, lay out six more pencils in another row directly
below the first row, with the second row of pencils being directly aligned with the first
row. Performing the test occurs done by asking children if the two rows of pencils have
the amount of pencils or if one row has more pencils than the other row. Normally,
children that are between the ages of three to four can determine that the two rows of
5
pencils have the same number of pencils. However, when spreading out one row of
pencils further than the other row, children normally think that the row spread out the
furthest has the most amounts of pencils.
Conclusion
In conclusion, cognitive development is a field of study that analyzes just that
cognitive development. As a result, cognitive development critically analyzes the nature
of development throughout early childhood development to understand how cognitive
development occurs. Jean Piaget and Lev Vygotsky developed two critical theories in
regard to cognitive development, and such theories are similar in particular ways but
differ in other ways. Applying such theories of cognitive development can occur by using
Piaget’s number conservation task.
6
References
Bjorklund, D. (2013). Cognitive development: An overview. Oxford Handbooks Online.
Retrieved from http://www.oxfordhandbooks.com
Broderick, P., & Blewitt, P. (2015). The life span: Human development for helping
professionals (4th ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
Introduction. (2010). In curriculum connections psychology: Cognitive development.
London, UK: Brown Bear Books Ltd. Retrieved from http://library.capella.edu
Stages of development. (2010). In curriculum connections psychology: Cognitive
development. London, UK: Brown Bear Books Ltd. Retrieved from
http://library.capella.edu
View publication stats
