The purpose of this analysis is the comprehension or assembly of some elements of Piaget’s and Vygotsky’s theories by means of naturalistic observation of a child that exposed clear demonstrations of healthy socio-cognitive development. Piaget believed that during the preoperational stage an expansion of symbolic thought occurred; and the most tangible sign of symbolic assembly in the boy or girl is language. However, the ability to perform abstract, mathematical, and logical operations is not fully formed. While Vygotsky stated that the child absorbs information or learns by the constant interaction with the adults, and that children need the help of caring, nurturing adults in order to progress cognitively (Martorell, Papalia, & Feldman,
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Previous to the commencement of the study several factors that could cause a bias in the analysis were researched and ruled out. Then, the resulting remarks were made: The little girl possesses a secure attachment due to the strong, secure emotional bonding between father-mother, and parents-daughter. Furthermore, this girl seemed happy most of the time and had a good, loving relationship with her father, whose presence and involvement marked the degree of femininity and the acquisition of moral values. However, the father-child interaction was limited to certain times of the day when both (father and daughter) were home and able to engage in some sort of activity (play or academic). Then, the mother was the more interactive agent when the paternal figure could not be present. Despite the intermittent meeting of father and daughter, the little girl showed a greater degree of satisfaction when engaging in miscellaneous activities with the father. In the case of the mother, the child showed greater attention to conversational adult interactions, while the mother took a more active role that encouraged learning through repetition. This difference in the types of interaction that appears to simply be fun-filled is a consequence of the occasionally contemplative role of the masculine figure versus the more task-oriented attitude of the …show more content…
The child was observed in her natural setting and no variable was manipulated; thus providing the investigator with first-hand information about behavior that otherwise could not be studied or would be unethical to manipulate. However, the causes of behavior could not be determined due to lack of manipulation, which could have caused misinterpretation of results.
The tasks performed in order to assess the socio-cognitive development of the child included interactive play, make-believe play, simple mathematical operations, matching games with relatives, and logic games. Such tasks were designed to properly evaluate the application or validity of some elements in Piaget’s and Vygotsky’s theories in a twenty-first century setting. Therefore, the behavior of the child was crucial in order to mount practical aspect of the different approaches onto the more abstract psychological statements of both
Previous to the commencement of the study several factors that could cause a bias in the analysis were researched and ruled out. Then, the resulting remarks were made: The little girl possesses a secure attachment due to the strong, secure emotional bonding between father-mother, and parents-daughter. Furthermore, this girl seemed happy most of the time and had a good, loving relationship with her father, whose presence and involvement marked the degree of femininity and the acquisition of moral values. However, the father-child interaction was limited to certain times of the day when both (father and daughter) were home and able to engage in some sort of activity (play or academic). Then, the mother was the more interactive agent when the paternal figure could not be present. Despite the intermittent meeting of father and daughter, the little girl showed a greater degree of satisfaction when engaging in miscellaneous activities with the father. In the case of the mother, the child showed greater attention to conversational adult interactions, while the mother took a more active role that encouraged learning through repetition. This difference in the types of interaction that appears to simply be fun-filled is a consequence of the occasionally contemplative role of the masculine figure versus the more task-oriented attitude of the …show more content…
The child was observed in her natural setting and no variable was manipulated; thus providing the investigator with first-hand information about behavior that otherwise could not be studied or would be unethical to manipulate. However, the causes of behavior could not be determined due to lack of manipulation, which could have caused misinterpretation of results.
The tasks performed in order to assess the socio-cognitive development of the child included interactive play, make-believe play, simple mathematical operations, matching games with relatives, and logic games. Such tasks were designed to properly evaluate the application or validity of some elements in Piaget’s and Vygotsky’s theories in a twenty-first century setting. Therefore, the behavior of the child was crucial in order to mount practical aspect of the different approaches onto the more abstract psychological statements of both