Piaget cognitive development theory

In understanding the cognitive development of children, Piaget and Vygotsky’s theories are the effective theoretical support to be used. This is because both the theories present perspective which explains the way cognitive process develops in the children during the early childhood stage. However, it is seen that each of the theories has different opinion regarding cognitive development in children (Walczak, 2019).

In Piaget’ Theory of Cognitive development, it is mentioned that children by moving through four key stages of mental development gain their cognitive efficiency which are:

Sensimotor stage: Birth-2 years

Preoperational stage: 2-7 years

Concrete Operational stage: 7-11 years

Formal Operational stage: above 12 years

Piaget informs that cognitive development in children is universal among cultures and the independent exploration of the environment influences construction of knowledge in children. This is because children act as little explorers to interact with the world in understanding objects, people and concepts. They are able to execute it naturally without the assistance of any adult (Bormanaki and Khoshhal, 2017).

The exploration of Piaget’s theory led me to partially agree with the theoretical concept while relating it with my real-life experiences. This is evident as I was never told about concepts of reaching menstruation cycle or sexual intercourse by my parents or adults. I was only able to know regarding it with the help of my peers and friends while interacting in school and through self-exploration of books. However, I do not agree with the universal cultural concept of cognitive development by Piaget. This is because being from the Asian culture, I always saw myself to describe in relationship with others and social role such as “I am a good sister and smatter than my brother”, etc. However, my friends who belong from the Western culture show cognitive attitude of describing themselves with unique characteristics such as “I am good and smart”, etc.

Vygotsky’s theory of cognitive development mentions that cognitive abilities in children are developed from social guidance and social constructions. It mentions that culture acts as mediator in forming special cognitive abilities such as problem-solving, memory, attention and others (Silalahi, 2019). It also mentions that adults are extensively required in initial cognitive development of children. This is because the adults act as tutor for the child in helping them develop cognition regarding different aspects not known to them (Silalahi, 2019). Vygotsky mentions the presence of Zone of Proximal Development according to which there is a different between what a child can learn independently and what a child is able to achieve with encouragement and guidance (Smagorinsky, 2018).

According to me I also partially approve the idea presented by Vygotsky. This is because without the help of my parents and tutors I would be unable to understand and learn the different tricks and formulas for solving mathematics. It is evident as my peers were always seen to have similar cognitive efficiency as per mine in studies and without the help of adults or tutors we were unable to learn it. I also agree with the concept of Zone of Proximal Development mentioned by Vygotsky. This is evident as I have always express interest regarding learning guitar which I was initially able to do without assistance from my tutor as one of my friends assisted me. However, while learning the complex chords, the assistance and encouragement from my music teacher what led me to achieve my goals and avoid leaving the learning guitar because it was becoming tougher for me to progress with it further.

References

Bormanaki, H.B. and Khoshhal, Y., 2017. The Role of Equilibration in Piaget's Theory of Cognitive Development and Its Implication for Receptive Skills: A Theoretical Study. Journal of Language Teaching & Research, 8(5).pp.67-90.

Silalahi, R.M., 2019. Understanding Vygotsky’s zone of proximal development for learning. Polyglot: Jurnal Ilmiah, 15(2), pp.169-186.

Smagorinsky, P., 2018. Deconflating the ZPD and instructional scaffolding: Retranslating and reconceiving the zone of proximal development as the zone of next development. Learning, culture and social interaction, 16, pp.70-75.

Walczak, P., 2019. Why piaget does not philosophize? Critical discussion of gareth b. Mathews with the piagetan concept of cognitive development. Childhood & Philosophy, 15, pp.1-25.

Gibbs Reflective Cycle

Description

The Piaget and Vygotsky Theory of Cognitive Development is used in creating a PowerPoint presentation to be shared with peers. In framing the presentation, comprehensive information regarding the theories are mentioned along with the way the relevance of theories with my personal cognitive development over the years is identified.

Feelings

In undertaking the task, I initially felt ease relating the theories with my own cognitive development. This is because during learning of the theories, case studies were used to understand the way theoretical concept of Piaget links with different living aspects of people. Moreover, I tried to think of different aspects of my cognitive development over the years while learning the theories to relate with each of the concepts being shared. While discussing the theories, I also felt cognitive development is influenced by cultural differences which was not previously known by me. In discussing the theories with my peers, I felt I lack effective understanding of the criticism of the theories which are already known to them.

Evaluation

The thing that went well while executing the task was that I was able to concisely explain the theoretical aspects of Piaget and Piaget and Vygotsky which indicated my effective knowledge regarding the theories. The other thing that went well is that I was able to relate the theories effectively to explain and understand to the extent they are relevant in my personal life. Moreover, the other good thing was that I was able to compare the theories of Piaget and Piaget and Vygotsky to understand how they are different from one another. However, the thing which did not go well is that I failed to understand the limitation of the theories which influenced me to fail to critically relate my personal experience with the theories.

Analysis

The task led me to learn that Piaget and Vygotsky Theory explain two different ways in cognitive development in people are reached. I also learned that I lack holistic concept of the theories and in which way they may not be relevant in entirely explaining cognitive development. However, to resolve the doubts no workshops are taken and discussion with the peers is not made.

Conclusion

The reflection concludes that I have effective searching and understanding capability, but lack communication skills needed for make discussion in resolving doubt raised in understanding the theories.

Action Plan

The action plan in regard to the task is taking workshops to more intricately understand the criticism as well as advantages of the theories. Moreover, I would involve myself in effective communication with peers more to improve my communication skill needed for better learning.

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Reference

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. London: Further Education Unit.