Interpreting Early Cognitive Development using Developmental Theories
Interpreting Early Cognitive Development using Developmental Theories
In this unit, you will learn about cognitive development in infancy/toddlerhood and early childhood. The focus of this discussion is on using developmental theories to interpret cognitive development in these age periods. Good theories help us organize our thinking about child development; they help us understand and interpret the behaviors we observe in children. In this discussion, you will consider the usefulness of various cognitive theories in explaining child thinking and the role parents play in promoting cognitive development.
Please respond to the following:
At 20 months, David loves playing with his blocks and has even attempted to build a 6-block tower, but his tower keeps falling down. His mother, Nicole, joins him when he plays with his blocks, making suggestions, such as placing the second block right in line with the first block, and demonstrating how the blocks work best with her own smaller version of a 3-block tower. As she sees his skills improve with this toy, Nicole steps back and lets him try on his own.
Using Piaget’s theory, the Information Processing perspective, or Vygotsky’s theory, explain how Nicole is supporting David’s cognitive development.
What are some other strategies Nicole could use to encourage David’s mastery over this toy?
At age 5, David is talking out loud to himself as he plays. His mother, Nicole, wonders whether she should discourage this behavior. Piaget’s theory and Vygotsky’s theory have different interpretations of this behavior.
What is Piaget’s view and what is Vygotsky’s view on children in the early childhood period talking out loud to themselves?
Using the theoretical view you agree with most (Piaget or Vygotsky), how would you advise Nicole about encouraging or discouraging David’s talking out loud behavior?
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