Developmental Psychology

Within this essay, the author will explore and evaluate two theories of child/cognitive development. One method is known as Piaget’s theory of cognitive development which consists of schemas: assimilation, accommodation and adaption, Piaget’s stages of intellectual development. Characteristics of these stages, including object permanence, conservation, egocentrism and class inclusion. Piaget’ research, including the three mountains experiment and conservation experiments will also be included. Alternative approaches to children’s cognition comprise of Vygotsky and cognitive development within a social and cultural context, Vygotsky’s zone of proximal development and Scaffolding, a guided participation in sociocultural activities.
Piaget described children as ‘mini-scientists’ who learn from their environment. He thought that children should be given the materials and environment to explore for themselves. He called this ‘discovery learning’ and said this was the best way for children to learn. Using the term schemas to describe the mental structures we have. He claimed these schemas hold the knowledge we have about objects, events and ways of doing things. Schemas are therefore pockets of knowledge and simply, are ways of thinking about the world. Previously stated, Piaget believed that children learn best by discovering things for themselves. They do this through the process of assimilation and accommodation, involving disequilibrium and equilibrium.
Assimilation is the process used when the child is able to use existing schemas to understand new information. Accommodation is the process necessary when existing schemas have to be modified or new schemas created in order to understand new information. Equilibrium is the feeling of mental balance because the world is as you expected and you can use the schema you already have to understand new information – assimilation. Disequilibrium is feeling confused because new information does not fit with your way of