Cognitive Theories
Cognition is the process involved in thinking and mental activity. Cognitive theories are not centred on the unconscious mind of the child but emphasized the conscious thoughts. In this essay I will discuss the cognitive theories of Piaget and Vygotsky, who were both influential in forming a more scientific approach to analysing the cognitive development process of the child. I will outline Piaget’s theory of the four stages of cognitive development and Vygotsky’s theory on the sociocultural cognitive theory. I will also discuss how cognitive theories can be applied to the education of the child.
Jean Piaget (1896-1980) believed that children are active in the process of their cognitive development. As Bee and Boyd note in The Developing Child “the child is an active participant in the development of knowledge” (Bee and Boyd, 1939, p.150). Piaget said that children reason and think differently at different stages in their lives. He believed that children process through four stages of cognitive development. Each stage is characterised by an overall structure and a sequence of development. According to Piagetian theory, these structures consist of “schemes” or “schemas”, which are a way of organising experience. These schemes adapt through a continuous process of “assimilation” and “accommodation”, in an attempt to achieve “equilibrium”, which is the balance between the two. Assimilation is the process of adapting new experiences to fit into existing schemes. Accommodation is the process of adapting existing schemes to fit new experiences. (Piaget’s Theory, www. 6th February 2012).
The first of Piaget’s stages of cognitive development is the sensorimotor stage. It occurs from birth to about two years of age. This stage is divided into six sub stages: reflexes, primary circular reactions, secondary circular reactions, coordination of secondary circular reactions, tertiary circular reactions and beginning of representational thought. He believed that this stage
Jean Piaget (1896-1980) believed that children are active in the process of their cognitive development. As Bee and Boyd note in The Developing Child “the child is an active participant in the development of knowledge” (Bee and Boyd, 1939, p.150). Piaget said that children reason and think differently at different stages in their lives. He believed that children process through four stages of cognitive development. Each stage is characterised by an overall structure and a sequence of development. According to Piagetian theory, these structures consist of “schemes” or “schemas”, which are a way of organising experience. These schemes adapt through a continuous process of “assimilation” and “accommodation”, in an attempt to achieve “equilibrium”, which is the balance between the two. Assimilation is the process of adapting new experiences to fit into existing schemes. Accommodation is the process of adapting existing schemes to fit new experiences. (Piaget’s Theory, www. 6th February 2012).
The first of Piaget’s stages of cognitive development is the sensorimotor stage. It occurs from birth to about two years of age. This stage is divided into six sub stages: reflexes, primary circular reactions, secondary circular reactions, coordination of secondary circular reactions, tertiary circular reactions and beginning of representational thought. He believed that this stage