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Cognitive Development Theory helps us understand the difference in thinking between adults and children.

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The basic building blocks of knowledge

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Equilibrium, Assimilation and  Accommodation

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Equilibrium, Assimilation and  Accommodation

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Adaptation processes that enable the transition from one stage to another.

·       Assimilation: using an existing schema to deal with a new object or situation.

·       Accommodation: when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation.

·       Equilibration: the force which moves development along. Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds.

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The main achievement during this stage is object permanence - knowing that an object still exists, even if it is hidden.

It requires the ability to form a mental representation (i.e. a schema) of the object.

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During this stage, young children are able to think about things symbolically. This is the ability to make one thing - a word or an object - stand for something other than itself.

Thinking is still egocentric, and the infant has difficulty taking the viewpoint of others.

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Piaget considered the concrete stage a major turning point in the child's cognitive development, because it marks the beginning of logical or operational thought.

This means the child can work things out internally in their head (rather than physically try things out in the real world).

Children can conserve number (age 6), mass (age 7), and weight (age 9). Conservation is the understanding that something stays the same in quantity even though its appearance changes

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Formal Operational Stage (11 years and over)

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Formal Operational Stage (11 years and over)

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The formal operational stage begins at approximately age eleven and lasts into adulthood. During this time, people develop the ability to think about abstract concepts, and logically test hypotheses.

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The zone of proximal development (ZPD) in sociocultural theory refers to the difference between what a learner can do independently and what they can achieve with guidance or help from someone more knowledgeable.

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Vygotsky's idea is that individual development, especially higher thinking, starts from social interactions. In simple terms, skills and knowledge first appear between people (in social interactions) and later become part of the child's own thinking.

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Vygotsky's second theme is that human actions, both social and individual, are influenced by tools and signs, like language, writing, and symbols. These tools help people work together to build knowledge and are later internalized to help solve problems independently.

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Vygotsky's third theme emphasizes that to understand development, we must study how things change over time. By looking at the full process of growth, from start to finish, we can truly grasp its true nature.