Observation of a Child Behavior

Introduction

Every adult alive has gone from simple to more advanced cognitive, but the generally accepted theories that explain how this happens are still at odds with each other. Major disagreement about changes resulted primarily as a result of child development problems within the country, or changes in the individual are the result of negotiations between the child and the outside world. Two of the most prominent theories, Piaget's constructivist theory of cognitive development and Vygotsky's Sociocultural Theory of cognitive development are not mutually exclusive in all respects, but they characterize the difference between the two prominent schools of thought.

Discussion

Piaget believes that the development of cognitive abilities of the child as a process of four stages. Children will move up through the stages in the prescribed manner. He instructed the estimated age for each of the four stages, but did not see that are related to specific ages. For example, if one child were taken on trips around the world, spent much time in museums, and read many books, it might be prepared to ascend to the next stage in the younger age than children who spent their time playing video games and watching TV all day (sExner, p. 17). Piaget has different levels of readiness, explaining that every child has the scheme, and that the child can not go to the next stage, while his scheme was on the threshold.

Scheme has been extended through what Piaget termed as assimilation (adding to previous knowledge) and accommodation (changing prior knowledge to match the new information). Thus, the children adapt to the situation, in response to their demand in equilibrium (solution to the dilemma, the development of skills). Player who wants to be a scorer, but has no purpose skills can practice shooting at a target until it learns ...