Developmental Psychology Essay

Cognitive development involves developing concepts of thought, problem solving and memory (Green. 2002). Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934) were both psychologists, which focused on cognitive development and the way in which churlrens thought and reasoning developed as they matured. This assignment shall begin by describing and evaluating the theories put forward by Piaget and Vygotsky referring to research evidence and providing a conclusion.Piaget (1896-1980) was one of the most influential researchers in the area of developmental psychology during the 20th century and a as biologist was interested in the way in which organisms correct to their environment this was described by Piaget as intelligence. He viewed behaviour or the adjustment to the environment as being controlled through mental organisations k instantaneouslyn as schemes that the individual uses in order to represent the world. Piaget suggested that adaptation is driven by a biological drive to obtain balance between schemes and the environment, which is known as equilibrium (Huitt. 2003).Within Piagets research and writings on cognitive development he suggested that childrens thoughts are not only less sophisticated than adults but they are also qualitatively different and this is due to less knowledge (Jarvis. 2000). It was considered by Piaget that the interaction between the child and their environment was the briny factor of influence on their cognitive development. Piagets view of children is that they are scientists and that they should be left to research their surroundings giving them the opportunity to interpret the world in their own way. The active involvement in their own learning is described as a series of schemas and that these schemas would change and develop through from each one item through the process of assimilation or accommodation (Green. 2002).Piagets theory is based on stages of development in which he believed that all children develop at the same age. There are 4 stages to his development theory, which are sensorimotor (0-2 years) and the view that infants are developing their first schemas (Meggitt. 2000). Object permanence is the of import focus within this stage and the assumption by Piaget that children aged atomic number 23 or six months aged could not understand that an object, which was covered, still exists.An experiment showed that a child of five or six months showed no interest once the toy was covered whereas a ten month old would reach appear for the toy and seem to become agitated. Piagets interpretation of this was that the child of ten months had reached object permanence and now has a schema for the object.In contrast to this Tom Bower and Jennifer Wishart (1972) argued that objects do still exist in bilks minds although they have been covered. To support their theory an experiment was undertaken using an infrared camera. An object was offered to the baby and as they reached out to grab it the li ghts were switched off. The results showed that the baby was still attempting to reach for the toy although they were unable to see it and so an explanation for Piagets theory was that by covering the object the baby was distracted and not needfully that they had forgotten about it.The second stage is pre-operational stage (2-7 years). Egocentric thinking predominates the child (Huitt. 2003) within this stage and they do not have the ability to understand things from another persons viewpoint harmonise to Piaget. In order for this to be confirmed he set up an experiment. Three mountains were set in front of the child and a doll was placed in different seats around the table. Photographs, which had been taken, were hence shown to the child and they were asked to point to the picture that the doll would see.As Piagets findings showed that most four or five year olds pointed to photographs which represented their view of the mountains he concluded that they were egocentric. Most chil dren aged seven that was asked to do the same depute correctly identified the photograph strengthening Piagets theory. Although it was then argued by Martin Hughes (1975) that the task was very much too complicated for the child and therefore devised his own experiment, which would contradict Piagets findings.His experiment involved a model with two intersecting walls, two policeman figures and a figure of a boy. After having a trial using one police figure and the boy to ensure the child understood the task Hughes began his experiment. It was found that most children could successfully take account of two different viewpoints. Therefore it could be verbalise that Piagets experiment may have been too difficult for the child to understand rather than the child being egocentric.