This paper discusses about cognitive theory development and the premises of cognitive theory. It also addresses the two cognitive development theories and compares the view of nature by two theorists. This paper provides the concept of two theorists on cognitive theory development and details the concepts of cognitive theory in the case of two theorists. This paper also compares the stages of development from birth through adolescence according to two selected theorists. It also develops the possible classroom applications of each theorist's view on cognitive development. This paper concludes this concept by providing effective supporting elements to cognitive development theory.
A. Basic premises of cognitive development theory
Cognitive development theory was the theory that focused on development of child in terms of information processing. The cognitive theory included language learning, aspects of brain enhancement, conceptual resources and the cognitive technology. It was also the ability of human being in the case of thinking and understanding the environments. The cognitive theory was also made the interrelationship among the behavior of the individual and physical environments of physical environments. The personality and the identity of human being could be reshaped by thought manifestation.
The intellectual activity was the premise of cognitive theory development. The intellectual activity was the one that could satisfy and fulfil the expectations of human being. The cognitive theory was concentrated on the development children and it also focused the activities of children. This intellectual activity developed the new experience on children in order to enhance the children among society. The cognitive theory includes the cognitive behaviour theory and social theory. The cognitive theory was the one that focused the negative thoughts were associated with the feared situation and conditions of children and this theory will mitigate the problems of children by enhancing the morale thoughts to them.
The social cognitive theory was the cognitive theory that observed the behaviour of children through their own direct experiences. This theory was also based upon the actual consequences of children's behaviour. Children could be decided their inspiration by means of implementing these theories. The cognitive theory could be enhanced the life of human being around the world.
B. Theorist's views on nature or development intelligence
1. Similarities of Piaget and Vygotsky
There are some similarities and differences presented between Piaget and Vygotsky. Piaget believed the children were born with tendency for the interaction with the sense of their environments and the children were needed some instructor intervention. Piaget was referred the basic ways of processing and organising information as cognitive structures. According to Piaget, the mental patterns guided the behaviour as schemes, and he theorised the schemes that were used to interact the human being with world. He was also provided the two concepts that were assimilation and accommodation. The assimilation was the one in order to understand the object in human being's environment and the accommodation was to modify an existing scheme for fitting the new situation.
Similarly, Vygotsky was believed the cognitive development that was used to provide for all individuals in the world. He theorized that the intellectual development was the learning for associating new actions. Vygotsky utilised the actions and sounds to solve the problems of human being. These are the similarities of Piaget and Vygotsky about development intelligence.
Differences between Piaget and Vygotsky
Piaget believed the intellectual development was learned from experience of human being than the teaching of concepts and processes. But in the case of Vygotsky, he believed that the learning process was social process directly related with the teaching information and development. Vygotsky was also believed that language was the one used to cognitive development and the learning was influenced by culture of human being. He was believed that the intellectual ability was used to control the actions of human being.
2. Stages of cognitive theory development
Similarities of Piaget and Vygotsky
In this case, Piaget was associated the four types of stages on stages of development from birth through adolescence. The first stage was sensorimotor stage that described the motor skills, suck and grasp for children. The second stage was the pre-operational stage and that was varied from two years to seven years. This stage developed the starting points of children. The third stage was the concrete operational stage and that varied from seven years to eleven years and this stage developed the abstract concepts of children. The final stage was the formal operation stage that varied from eleven years to early-adult stage. This process provided the thinking ability to children in order to enhance them.
Similarly, the stage of Vygotsky theory of development included Scaffolding. During this stage, children can get high level of support including one-to-one instruction. After, this provided the steps to children in order to perform such tasks and so on. Finally, this stage provided the comprehension of knowledge to children.
Differences of Piaget and Vygotsky
According to Piaget's stages of development, the theory was used to focus the development in order to deliver the learning process. In the case of Piaget, the interaction was needed to develop than mentored instruction and his theory was age oriented in the case of child development. But in the case of Vygotsky, the learning was the process for the child development and his theory delivered that the language, culture and mentoring were the aspect of learning process in order to improve the individual successfully. This concept differed from the concept of Piaget.
3. Class room applications of cognitive development
Similarities of Piaget and Vygotsky
Piaget and Vygotsky were having both concepts in the case of class room applications. Initially, Piaget needed to focus the process of child in the case of observing capacity, solving capacity of children. The deemphasize practises noted to enhancing children for making decisions like adult and the instructor acknowledged the differentiation in unique progress. Similarly, Vygotsky was also emphasised the thinking of individual progress by individual developmental progress.
Differences of Piaget and Vygotsky
The theory of Piaget required the instructor in order to encourage the initiation of children for exploring the cognitive knowledge and the structured knowledge of children in class room. This activity was differed from Vygotsky and the theory of Vygotsky advised the instructor in order to provide planned activities, to encourage the children for participating in group activities. These were the differences between Piaget and Vygotsky in the case of class room applications.
The cognitive theory of development and the concepts of cognitive theory were discussed. The premises of cognitive theory were detailed and the theorists' view on nature was explained. The similarities and the differences of Piaget and Vygotsky theory in the case of stages of development and class room application were described. The supporting elements of Piaget and Vygotsky were concluded.