Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspective Report Writing - Medical Science Assignment Help

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Leslie, a preschool teacher, paused to look around her class of busy 3- and 4-year-olds. "Their minds are such a curious blend of logic, fantasy, and faulty reasoning," she remarked to a visiting parent. "Ever.y day, I'm startled by the maturity and originality of what they say and do. Yet at other times, their thinking seems limited and inflexible." Leslie's comments sum up the puzzling contradictions of young children's thought. Hearing a loud thunderclap outside, 3-year-old Sammy exclaimed, "A magic man turned on the thunder!" Even after Leslie explained that thunder is caused by lightning, not by a person turning it on or off, Sammy persisted: "Then a magic lady did it." In other respects, Sammy's thinking was surprisingly advanced. He could name, categorize, and identify similarities and differences among dozens of dinosaurs in his favorite picture books. "Anatosaurus and Tyrannosaurus walk on their back legs," he told the class during group time. "Then they can use their front legs to pick up food!" But at the snack table, while watching Priti pour her milk from a short, wide carton into a tall, thin glass, Sammy looked at his own identical carton and asked, "How come you got lots of milk, and I only got this little bit?" He did not realize that he had just as much-that his carton, though shorter than Priti's glass, was also wider. Cognition refers to the inner processes and products of the mind that lead to "knowing." lt includes all mental activity-attending, remembering, symbolizing, categorizing, planning, reasoning, problem solving, creating, and fantasizing. Indeed, mental processes make their way into virtually everything human beings do. To adapt to changing environmental conditions, other species benefit from camouflage, feathers or fur coats, and remarkable speed. Humans, in contrast, rely on thinking, not only adapting to their environments but also transforming them. Our extraordinary mental capacities are crucial for our survival

Pia get believed that children move through four stages-sensorimotor, preoperational, concrete operational, and formal operational-during which infants' exploratory behaviors transform into the abstract, logical intelligence of adolescence and adulthood. Piaget's stage sequence has three important characteristics: • The stages provide a general theory of development, in which all aspects of cognition change in an integrated fashion, following a similar course. • The stages are invariant; they always occur in a fixed order, and no stage can be skipped. • The stages are universal; they are assumed to characterize children everywhere. (Piaget, Inhelder, & Szeminska, 1 948/ 1 960) Piaget regarded the order of development as rooted in the biology of the human brain. But he emphasized that individual differences in genetic and environmental factors affect the speed with which children move through the stages (Piaget, 1 926/ 1928). Let's consider some of Piaget's central concepts.

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