The Theory and its Description
Cognitive theory is one of the many arguments, in both psychology and neuroscience that scholars have come up with in explaining human development. The development entails many aspects, one of them being language development. Jean Piaget, the founder of the theory, put forward some concepts regarding human development. On the other hand, Lev Vygotsky, a Russian psychologist used Piaget argument to come up with a new approach, but within the same theory, that shed more light on cognitive theory. Thus, in describing the theory, it is crucial to compare the two approaches. Firstly, Piaget suggests that children’s cognitive development result from an interaction of innate abilities with changes in the environment and progresses both in a sequence and in stages (Lourenço, 2012). On the other hand, Vygotsky believes that cognitive development in children occurs due to social influence either as a result of interaction with or through learning language from other children and adults. Moreover, it is evident that Vygotsky emphasizes on the role of social action on children’s cognitive development while Piaget put more focus on children’s intelligence and how it develops as they grow older (Lourenço, 2012). Looking at the similarity between the two approaches, both scholars agree that for cognitive development to take place, children need to form knowledge mentally as a first step in initiating their development.
Interesting Things about the Theory
The theory exposes a person to various interesting concepts as far as human development is concerned. Firstly, from Piglet approach, it is interesting to note that children need time to develop fully and that all children will have to undergo the four stages of cognitive development (Lourenço, 2012). In addition to that, it is interesting to note that intelligence is not a fixed trait as other scholars may tend to think, but keeps on changing as children get older or interact with the environment. In regards to Vygotsky’s approach, the most interesting thing is that community acts a pivotal role in influencing the development of a person (Lourenço, 2012). Moreover, it is interesting to learn that social environment determines private speech in a child. For instance, this can be demonstrated by comparing private speech in children living in different economic background. Vygotsky suggests that those in less privileged setting tend to be slower in using private speech than those from high privilege background (Lourenço, 2012). Additionally, it is important to learn that even though the theory raises different perspectives, depending on the interpretation, there exist similarities upon which the theory can base its argument. In particular, the theory subscribes to the argument that formation of knowledge mentally is critical for initiating cognitive development.
Other facts about the theory
To start with, Piglet’s approach and about cognitive development theory, it is a fact that children have schemas that act as building blocks for forming knowledge. In addition to that, the theory makes it clear that cognitive development in children involves accommodation, assimilation, and equilibrium. Lastly, development starts with sensorimotor, and then follows another aspect, that is, preoperational. Additionally, cognitive development continues to concrete operational while the last one being formal operational. According to Vygotsky, verbal thought or inner speech replaces private speech as children ages. Additionally, the theory identifies perception, attention, memory, and sensation as a mental formation that culture plays a crucial role in influencing as children get older (Szagun, & Stumper, 2012).
Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30(3), 281-295.
Szagun, G., & Stumper, B. (2012). Age or experience? The influence of age at implantation and social and linguistic environment on language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55(6), 1640-1654.