Comparison of Approaches to Cognitive Development

compares the different approaches to cognitive development - IP, Vygotsky and Piaget

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  • Created on: 27-06-12 14:54
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PIAGET Piaget adopted a constructivist approach VYGOTSKY VYGOTSKY
where the child will explore it's world Child learns by watching and working Culture, social interaction and
independently and learn what it needs to with others language are fundamental to
know ­ Piaget referred to this as a child The child actively constructs its own cognitive development
being a `little scientist' knowledge The child actively constructs its
The behaviours learned will be own knowledge, which is socially and
The limiting factor in what a child can learn determined by the society and culture culturally determined, by
at any time, is the stage of cognitive of the individual interaction with parents (initially)
development it is currently at Cognitive development involves and later with peers and more
qualitative changes in thinking; it isn't experienced others
Language only appears when the child has just a matter of learning things (stages) Learning emerges in a social context
reached a sufficiently advanced stage i.e. E.g. mothers and children
cognitive development enables language to IP interacting, with the mother
develop Consideration of the information modelling behaviour
processing over time and the sequence Learning can drive development ­ so
The 4 stages are called the sensorimotor, of operations that occur over time there aren't universal stages of
pre-operational, concrete operations and Examines how information processing development like Piaget
formal operations stages, which are changes as children develop Zone of proximal development
determined by innate, maturational changes There is a sequence in children's Cognitive development can be
acquisition of new cognitive strategies accelerated
The stages are universal i.e. all children and that more advance understanding
pass through them grows out of less advanced IP
understanding Emphasises limitations in the child's
The sequence of stages should remain the ability to process information
same for all children (they are Sees development as reflecting
INVARIANT). However, the ages at which quantitative changes in thinking
a child can pass through any stage can vary Sees development as unfolding
gradually and continuously
The use of the computer analogy to
describe human information

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IP The use of task analysis to identify the VYGOTSKY VYGOTSKY
THEORIE separate parts of thinking that are needed The child actively constructs it's own No consideration of the extent of
S to complete a task e.g.…read more


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