One might say that the cognitive development theory is very crucial in day to day life. Everywhere one looks there is a use of cognitive development in the child development facilities, whether it be a private facility, or a state facility cognitive development is in practice. However, before getting to far one might ask what the cognitive development is and it is “changes in problem solving, memory, language, reasoning, and other aspects of thinking” (Woolfolk, Perry, n.d, p.G-2). The cognitive development theory has an importance to everyday life, and it will be discussed how this theory connects to what children do, along with the benefits of cognitive development theory.
First let us discuss which theorist came up with the cognitive development …show more content…
He believed in the social and cultural developments for where Jean Piaget did not. The difference between what Vygotsky and Piaget opinions on social interaction for cognitive development was that Piaget believed that peers had an equal basis and they could challenge each other’s thinking. However, Vygotsky suggested that children’s cognitive development is developed from people who are advanced in their thinking like teachers or parents. One would say in today’s society that a child can learn from anybody regardless if they are a child or an adult or even the president. “Therefore, teachers, who can incorporate the theories of Piaget and Vygotsky into their teaching strategies, will be better able to increase student achievement….Piaget’s theory has not been universally accepted by all. Some researchers believe Piaget underestimates children’s knowledge” (Blake,Pope,2008). It is said that the importance of Cognitive Development has a healthy advantage than a classroom that is not incorporating a theory in their …show more content…
There is so much research that one could find on the cognitive development theory created by Jean Piaget. Of course, there may not always be positive things to say about Jean Piaget’s theory because he either did not include things or described certain aspects differently than other theorists. Piaget wanted to do research based on how children think. A good example could be with a stack of quarters, and the same amount of quarters in a line next to the stack. A child might think that there is more quarters when they are piled up, rather than when they are spread out in a line. However, in reality the line and pile of quarters are exactly the same but a child brain can assume differently without actually knowing the amount in each
First let us discuss which theorist came up with the cognitive development …show more content…
He believed in the social and cultural developments for where Jean Piaget did not. The difference between what Vygotsky and Piaget opinions on social interaction for cognitive development was that Piaget believed that peers had an equal basis and they could challenge each other’s thinking. However, Vygotsky suggested that children’s cognitive development is developed from people who are advanced in their thinking like teachers or parents. One would say in today’s society that a child can learn from anybody regardless if they are a child or an adult or even the president. “Therefore, teachers, who can incorporate the theories of Piaget and Vygotsky into their teaching strategies, will be better able to increase student achievement….Piaget’s theory has not been universally accepted by all. Some researchers believe Piaget underestimates children’s knowledge” (Blake,Pope,2008). It is said that the importance of Cognitive Development has a healthy advantage than a classroom that is not incorporating a theory in their …show more content…
There is so much research that one could find on the cognitive development theory created by Jean Piaget. Of course, there may not always be positive things to say about Jean Piaget’s theory because he either did not include things or described certain aspects differently than other theorists. Piaget wanted to do research based on how children think. A good example could be with a stack of quarters, and the same amount of quarters in a line next to the stack. A child might think that there is more quarters when they are piled up, rather than when they are spread out in a line. However, in reality the line and pile of quarters are exactly the same but a child brain can assume differently without actually knowing the amount in each