Compare and contrast two theories of child development. Drawing upon Essay

Compare and contrast two theories of child development. Drawing upon your study and research , justify your preference for one - Essay Example But, some organisations use the term infant from birth to age of three. Increased research and interest in the field of child development has resulted in new theories and strategies. But, among all these, theories proposed by Piaget and Vygotsky are most popular. Developmental stages In a new born child, process of connecting the nerve cells are rapid during the first 18 months, and sound, smell, sight, taste, and touch are the ways baby learn about the world. As babies learn to sit up, crawl, stand and then walk, the possibilities quickly expand, and are ready to experiment with toys and other materials. Generally the brain of the toddler is twice as active as adult, and during the period between 18 months to three years, structures of the brain that is sensitive to language and social emotional response develop.   The age between three to six years is the fastest growth period for the frontal lobe networks in a child, and the actions such as memory, processing, and problem solvin g are increasing during this period. During the preschool years, imagination and interaction play starting roles (Child Development Institute, 2010).   In the age of six to nine years, children are in the primary grades, and have gotten the hang of basic dexterity, language, and social skills. During this period they are eager to practice and refine them, and they like to challenge themselves, intellectually, with puzzles and games that test their growing knowledge. The maturation of the frontal lobe continues even in the adolescence period which falls from the age of nine to fourteen years.  During this age emotional regulation becomes greater, spatial working memory improves, speed and efficiency of thought increases, planning and problem solving skills increase, and scientific reasoning and ability to understand one's own thinking develops (Child Development Institute, 2010).   Piaget theory Piaget’s view of how child’s mind work and develop has been enormousl y influential, especially in educational theory. As he says, children cannot take certain tasks until they are psychologically mature enough to do so. According to Piaget, the mental development of a child is purely internal, individualist, and self directed. For understanding something new, child must construct it itself, and have to re-invent it. Whenever we teach something to the child he/she keep from inventing it itself (Ginsbury, H. Opper, S, 1979). Piaget Cognitive Development Stages. Source: Child Development Institute Almost all child progress through four different stages and they are all very distinct stages regard to cognitive development. The first stage is sensor motor, second stage is preoperational, third one is concrete operational and fourth one is formal operational. This is popularly known as Piaget’s stage theory as it deals with four stages of development (ECheat.com, 2005). The first stage in the child’s cognitive development is sensor motor. It occurs from birth to the age of two. During this period the child basically deals with what is presented to it, and learn about physical objects and is concerned with motor skills and the consequences of some of their actions. So, in this stage child would learn the concept of object permanence. The preoperational stage is the second stage of cognitive develop

A five paragraph essay (introduction, three body paragraphs, Research Paper

A five paragraph essay (introduction, three body paragraphs, conclusion) discussing how Bernard Shaw accurately depicted his era in Pygmalion - Research Paper Example The play Pygmalion gives an illustration of the differences and the tensions between the lower and the upper class. There was a general belief in that era that an individual is born into a particular class and the individual cannot move from one class to the other. Bernard Shaw believed that an individual’s personality is not determined by birth. Instead, Shaw had the thought that someone can accomplish social change if he or she can believe in themselves. In the play, the obstacles between the classes are not natural and they can be broken. Alfred Doolittle and Eliza live in deplorable conditions and they give a representation of the working class. The scenarios that happen to Eliza and her father indicate the Shaw’s belief that individuals are capable of improving their lives by their efforts, but they have to take into consideration the changes in their character. Thus, it is not absurd to note that the difference between the flower girl and the lady lies in the lady ’s treatment rather than her behavior. THE FLOWER GIRL [protesting] Whos trying to deceive you? I called him Freddy or Charlie same as you might yourself if you was talking to a stranger and wished to be pleasant. [She sits down beside her basket].† (Classic Reader 1). â€Å"DOOLITTLE [unabashed] Can’t afford them, Governor. Neither could you if you was as poor s me. Not that I mean any harm, you know. But if Liza is going to have a bit out of this, why not me too?† (The EServer Drama Collection 1). Similarly, Doolittle expresses the difficulty in changing one’s entire personality. When he acquires wealth, he conforms to the ways of the upper class and fears to be associated with the lower class. Instead of the depicted development, an individual is supposed to create his or her own personal and flexible behavior code. The upper class regards wealth and background as