# data[].attributes.headline
•	Stigmatizes people who don’t fit the norms, and may make them feel like failures•	Emphasizes age and ignores life experiences which could cause one to progress faster or slower through the stages•	Implies an abrupt shift from stage to stage, when the shift is, in most cases, gradual(later theorists have introduced transitional stages for most stage theories)•	Most stage theories are based on observation, which is unreliable (researchers may try to look harder for evidence that fits their theory)•	People might try to “force” success at a developmental task, at the expense of other important aspects of their lives•	Changing culture (earlier/longer adolescence, more college, later marriage, greater longevity) means the ages need to be updated frequently

# data[].attributes.subject
•	Stigmatizes people who don’t fit the norms, and may make them feel like failures•	Emphasizes age and ignores life experiences which could cause one to progress faster or slower through the stages•	Implies an abrupt shift from stage to stage, when the shift is, in most cases, gradual(later theorists have introduced transitional stages for most stage theories)•	Most stage theories are based on observation, which is unreliable (researchers may try to look harder for evidence that fits their theory)•	People might try to “force” success at a developmental task, at the expense of other important aspects of their lives•	Changing culture (earlier/longer adolescence, more college, later marriage, greater longevity) means the ages need to be updated frequently

# data[].attributes.headline
Piaget Cognitive Development Theory Children go through stages of intellectual development and Schemas, building blocks of knowledge. Schemas help with the child’s development as they adjust with understanding. The three ways of ‘adaptation’ that children acquire knowledge are: Assimilation, Accommodation and EquilibrationCognitive Development Theory: 4 stages•	Sensorimotor stage (birth to 2 years)•	Pre-operational stage (2-7 years) •	Concrete Operational stage (7 to 11 years)Sensorimotor: the child’s understanding is through their senses including taste, touch and sight. Object permeance is developed.Sensorimotor: Critique: Explains what children could not do yet, rather than what they could manage. Babies at this stage can remember daily routines like bath times, playful communication; searching for objects they are not allowed to touch and how to start games without initiations from an adult Pre-operational’ stage: Children use symbols like images and words and it is regarded as a period where pretend play and things like building block are of importance to the intellectual development. Egocentric in the children is present and linked to their ‘animistic’ thinking. E.g. ‘three mountain task’Pre-operational’ stage: Critique:Margaret Donaldson was against Piaget’s acceptance in how there is a restriction of children’s cognitive development at this stage. Donaldson believed Piaget undervalued children’s cognitive capabilities, that the use of applicable language enables children aged 3-4 years to use coherent ideas to comprehend views such as conservation of numbers.  Donaldson also disagreed with Piaget’s claim that children under 7 years were decidedly egocentric and stated the children did not understand why they needed to do the ‘Mountain task’ due to it being an abstract concept. Piaget does not factor in a person’s socio-economic and cultural upbringing in having an effect to the development of a child Concrete Operational’ stage:Child’s logic is developed and understands about ‘conservation’ and ‘reversibility’ Concrete Operations: Critique: Piaget stated children could not be fast tracked through the stages. However, Piaget doesn’t factor in how training and practice can help children achieve tasks through experiences. A critique of Piaget is that there is no strong evidence of his concepts as he just observed children and assumed about how children function cognitively. 

# data[].attributes.subject
Piaget Cognitive Development Theory Children go through stages of intellectual development and Schemas, building blocks of knowledge. Schemas help with the child’s development as they adjust with understanding. The three ways of ‘adaptation’ that children acquire knowledge are: Assimilation, Accommodation and EquilibrationCognitive Development Theory: 4 stages•	Sensorimotor stage (birth to 2 years)•	Pre-operational stage (2-7 years) •	Concrete Operational stage (7 to 11 years)Sensorimotor: the child’s understanding is through their senses including taste, touch and sight. Object permeance is developed.Sensorimotor: Critique: Explains what children could not do yet, rather than what they could manage. Babies at this stage can remember daily routines like bath times, playful communication; searching for objects they are not allowed to touch and how to start games without initiations from an adult Pre-operational’ stage: Children use symbols like images and words and it is regarded as a period where pretend play and things like building block are of importance to the intellectual development. Egocentric in the children is present and linked to their ‘animistic’ thinking. E.g. ‘three mountain task’Pre-operational’ stage: Critique:Margaret Donaldson was against Piaget’s acceptance in how there is a restriction of children’s cognitive development at this stage. Donaldson believed Piaget undervalued children’s cognitive capabilities, that the use of applicable language enables children aged 3-4 years to use coherent ideas to comprehend views such as conservation of numbers.  Donaldson also disagreed with Piaget’s claim that children under 7 years were decidedly egocentric and stated the children did not understand why they needed to do the ‘Mountain task’ due to it being an abstract concept. Piaget does not factor in a person’s socio-economic and cultural upbringing in having an effect to the development of a child Concrete Operational’ stage:Child’s logic is developed and understands about ‘conservation’ and ‘reversibility’ Concrete Operations: Critique: Piaget stated children could not be fast tracked through the stages. However, Piaget doesn’t factor in how training and practice can help children achieve tasks through experiences. A critique of Piaget is that there is no strong evidence of his concepts as he just observed children and assumed about how children function cognitively. 

# data[].attributes.headline
Vygotsky child development theory:  VYGOTSKY saw child development as consisting of passing through a series of periods of stable development, namely, infancy, early childhood, pre-school age, school age and puberty. These periods of stable development are punctuated by periods of crisis: at birth and at the ages of 1, 3, 7, 13 and 17.Birth: The child physically separates herself from the mother and creates the conditions for the „front brain‟ to begin work, through which alone social interaction is possible.12 month: Still unaware of herself as a person distinct from those around her (Ur-wir), the child manifests her own will and her own personality for the first time through interaction with adults. Age 3: Having gradually developed a consciousness of themselves as a distinct person, the child separates themselves from the mother psychologically, and by differentiation of behaviour from affect, brings their behaviour under control of their own will. Age 7: Having gradually expanded their radius of activity beyond the family, the child gains control over their relations with other people by the differentiation of internal and external life, manifested in an ability to act strategicallyThe concept of the More Knowledgeable Other is integrally related to the second important principle of Vygotsky's work, the Zone of Proximal Development. Critics

# data[].attributes.subject
Vygotsky child development theory:  VYGOTSKY saw child development as consisting of passing through a series of periods of stable development, namely, infancy, early childhood, pre-school age, school age and puberty. These periods of stable development are punctuated by periods of crisis: at birth and at the ages of 1, 3, 7, 13 and 17.Birth: The child physically separates herself from the mother and creates the conditions for the „front brain‟ to begin work, through which alone social interaction is possible.12 month: Still unaware of herself as a person distinct from those around her (Ur-wir), the child manifests her own will and her own personality for the first time through interaction with adults. Age 3: Having gradually developed a consciousness of themselves as a distinct person, the child separates themselves from the mother psychologically, and by differentiation of behaviour from affect, brings their behaviour under control of their own will. Age 7: Having gradually expanded their radius of activity beyond the family, the child gains control over their relations with other people by the differentiation of internal and external life, manifested in an ability to act strategicallyThe concept of the More Knowledgeable Other is integrally related to the second important principle of Vygotsky's work, the Zone of Proximal Development. Critics

# data[].attributes.body
Vygotsky assumes cognitive development varies across cultures, he claimed that infants are born with the basic materials/abilities forintellectual development also places considerably more emphasis on social factors contributing to cognitivedevelopment.

Vygotsky places more emphasis on culture affecting cognitive development, the environment in which children grow up will influence how they think and what they think about.

According to Vygotsky adults are an important source of cognitive development