Theories of Child Development
“The term ‘development’ refers to the process by which an organism (human or animal) grows and changes through its life span” (Smith, Cowie & Blades, 2003). Cognitive Development therefore concerns itself with how we process information; how we learn. There has been much research into cognitive development, and as a result the theory behind it has changed and developed very rapidly over a relatively short period of time. This paper will look at arguably one of the most influential theories of cognitive development- Jean Piaget. We will examine the fundamentals of Piaget’s theory and discuss the limitations of his model; we will ask if the more contemporary models provided by both Vygotsky and Bruner have provided any solutions to those limitations, and how all of this applies to the real world.
Aldridge & Goldman (2007) concluded from their research that “No one theory has proved adequate to describe and explain learning or development” (Aldridge & Goldman, 2007). But many have tried. The progression of this field has therefore led to several different perspectives; Gesell’s ‘Maturational Theory’ (1925) and Freud’s Psychoanalytic theory (1935) were among the first approaches, with Skinners ‘Behaviourist Theory’ (1974) and Piaget’s constructivist theory (1952) being introduced later on (Aldridge & Goodman, 2007). More recently (1978) the ‘Socio-historical Approach’ belonging predominately to Vygotsky and Bruner’s ‘Information-Processing Theory’ have been some of the most prominent.
Piaget’s model of cognitive development was mostly ignored for over twenty years (Wood, 1998). Nevertheless, since then, Piaget’s theory is included in most child development text books, and many argue that it has had the most influence on the subject of cognitive development (Jarvis & Chandler, 2001). Piaget’s own terminology for the area he was interested in was ‘Genetic Epistemology’; that is, the measure of intelligence and how it changes as children grow. According to
Aldridge & Goldman (2007) concluded from their research that “No one theory has proved adequate to describe and explain learning or development” (Aldridge & Goldman, 2007). But many have tried. The progression of this field has therefore led to several different perspectives; Gesell’s ‘Maturational Theory’ (1925) and Freud’s Psychoanalytic theory (1935) were among the first approaches, with Skinners ‘Behaviourist Theory’ (1974) and Piaget’s constructivist theory (1952) being introduced later on (Aldridge & Goodman, 2007). More recently (1978) the ‘Socio-historical Approach’ belonging predominately to Vygotsky and Bruner’s ‘Information-Processing Theory’ have been some of the most prominent.
Piaget’s model of cognitive development was mostly ignored for over twenty years (Wood, 1998). Nevertheless, since then, Piaget’s theory is included in most child development text books, and many argue that it has had the most influence on the subject of cognitive development (Jarvis & Chandler, 2001). Piaget’s own terminology for the area he was interested in was ‘Genetic Epistemology’; that is, the measure of intelligence and how it changes as children grow. According to
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