2.3 – Explain how theories of development and frameworks to support development influence current practice.
2.3 – Explain how theories of development and frameworks to support development influence current practice.
Cognitive
Jean Piaget (1896-1980) A Swish developmental psychologist
Jean Piaget’s theory of cognitive development focusses on how children acquire knowledge and learn. He believed that when a child and an adult are given the same logical question children gave less sophisticated answers, not because they were less competent than the adults but because children are born with an extremely simple mental structure which is the basis for the child’s knowledge and learning ability.
He suggests that children go through four stages of intellectual growth: 0-2yrs - Sensorimotor, i.e. motor control and learning about objects, the child explores the environment around them using their senses; 2-7yrs - Preoperational, verbal skills development, the child understands the use of symbols and language; 7-11yrs - Concrete Operational, beginning to grasp abstract concepts, shows logical thinking; 12yrs to adulthood - Formal Operational, logical and systematic reasoning skills, is able to work through abstract problems.
One of the basic components of Piaget’s theory is ‘Schemas’. Each schema is a building block of intelligent behaviour and a way of a child’s brain organising the knowledge they have gained. Children will develop new schemas as they learn and experience more to allow them to retain this knowledge, as well as modifying their existing schemas as new information about them emerges through additional knowledge.
We can effectively plan the development of a child by taking his ideas of ‘schemas’ into practice and using Piaget’s stages we can assess where and how a child is currently learning. From assessment it becomes possible to plan activities to help them to develop onto the next stage.
Psychoanalytical
Sigmund Freud (1856 1939) An Austrian neurologist
Freud believed that each stage of a child’s development directly related to specific needs and
Cognitive
Jean Piaget (1896-1980) A Swish developmental psychologist
Jean Piaget’s theory of cognitive development focusses on how children acquire knowledge and learn. He believed that when a child and an adult are given the same logical question children gave less sophisticated answers, not because they were less competent than the adults but because children are born with an extremely simple mental structure which is the basis for the child’s knowledge and learning ability.
He suggests that children go through four stages of intellectual growth: 0-2yrs - Sensorimotor, i.e. motor control and learning about objects, the child explores the environment around them using their senses; 2-7yrs - Preoperational, verbal skills development, the child understands the use of symbols and language; 7-11yrs - Concrete Operational, beginning to grasp abstract concepts, shows logical thinking; 12yrs to adulthood - Formal Operational, logical and systematic reasoning skills, is able to work through abstract problems.
One of the basic components of Piaget’s theory is ‘Schemas’. Each schema is a building block of intelligent behaviour and a way of a child’s brain organising the knowledge they have gained. Children will develop new schemas as they learn and experience more to allow them to retain this knowledge, as well as modifying their existing schemas as new information about them emerges through additional knowledge.
We can effectively plan the development of a child by taking his ideas of ‘schemas’ into practice and using Piaget’s stages we can assess where and how a child is currently learning. From assessment it becomes possible to plan activities to help them to develop onto the next stage.
Psychoanalytical
Sigmund Freud (1856 1939) An Austrian neurologist
Freud believed that each stage of a child’s development directly related to specific needs and