# data[].attributes.body
Piaget's theory limitations: children think in ways that do not align with the stages and at different ages, Piaget underestimated children's cognitive abilities and believed they had to be developmentally ready to learn first, Piaget doesn't place enough emphasis on children's culture and social interactions.

Vygotsky's theory limitations: Vygotsky places too much emphasis on social interactions, which fails to account that children can discover a lot on their own. Vygotsky died young, so a lot of his theory was finished by his students, so we are unsure if Vygotsky would agree with it all.

# data[].attributes.body
Vygotsky believed that a child benefits from social interaction with adults or more capable peers so that they can learn how to use cultural tools and how to think. Children then internalize these processes and develop their own values and ways of thinking.

Piaget believes social interaction is important for children within the same level/ stages.

Vygotsky believes self talk is important for children in developing their cognitive development and problem solving.

Piaget believes self talk is a form of a child's egocentrism.

# data[].attributes.headline
3 Main influences on cognitive development

# data[].attributes.subject
3 Main influences on cognitive development

# data[].attributes.body
1. interactions with others, specifically those more knowledgeable
2. cultural tools- technical tools and psychological tools that help a society communicate and create knowledge (Language is the most important tool)
3. Zone of Proximal Development (ZPD)- where learning takes place; the area between what a child knows and what they could know given the support they need.

# data[].attributes.body
Vygotsky believes culture and social interactions create our cognitive structures and thinking process.

# data[].attributes.body
(high school and college) can think hypothetically and about abstract problems that involve a lot of factors. This stage shifts from the physical reality, and the thinker does not need to directly experience the situation to imagine it. In this stage, thinkers are able to consider all possible combinations, understand alternatives, analyze their own thinking, and understand different perspectives. Not everyone reaches this stage and even adults will think in the concrete operational stage when given unfamiliar information.

# data[].attributes.body
classification allows children in this stage to group things by their characteristics. It also allows them to recognize some classes overlap. For example, we are in San Diego, California, and the United States all at once.

# data[].attributes.body
(first grade-11 years) thinks logically about hands-on problems. Children at this age struggle with thinking about the abstract or hypothetically. At this stage, children understand conservation, classification, and reversibility.

# data[].attributes.body
An example of conservation is when the same amount of liquid is poured into cups that appear to be different sizes. Children in the preoperational stage do not take into account height and width, so they think the amount of liquid is changing.

# data[].attributes.attachment_link.title
McDonald's worker claims food chain is 'lying' to customers about its cup sizes

# data[].attributes.body
Pretending is one of the early forms of using symbols.

# data[].attributes.body
The child knows the stuffed animal exists even when it is taken out of view.

# data[].attributes.body
(age when child starts talking-7 years) develops language and uses symbols to represent objects. At this stage, children think in the present and do not grasp the future or past. Children have trouble comprehending conservation, meaning they do not understand that the number of something doesn't change when it is rearranged. These children think egocentrically, meaning they have trouble seeing outside of their own perspective.

# data[].attributes.body
(0-2 years) learns through sensory—touch, sight, feel, taste, hearing—and through movement. During this stage, children achieve object permanence and goal-directed actions. Object permanence means that the child is aware that something still exists even when they can not see it anymore. Goal-directed actions means children start thinking logically, doing things towards a working goal.

# data[].attributes.headline
Piaget's Stages of Cognitive Development

# data[].attributes.subject
Piaget's Stages of Cognitive Development

# data[].attributes.body
1. Sensorimotor
2. Preoperational
3. Concrete Operational
4. Formal Operational

# data[].attributes.body
Assimilation applies what new information to what we already know. For example, if I saw a dog for the first time, I might say meow because it is similar to my cat-scheme. Then accommodation happens—I would have to change or create new schemes to fit this new information of a dog.

# data[].attributes.body
If I see a cat for the first time, I might observe it has four legs, lots of fur, it purrs and meows. This would be my cat-scheme.

# data[].attributes.body
Schemes are the building blocks of our thoughts! We assign categories and labels to things and experiences in order to make meaning of them.

# data[].attributes.body
the balance between what we understand (schemes) and what we perceive (information from the environment). Equilibration is where changes in thinking take place because we make meaning by adapting our organization of thought (our schemes) to fit new information.

# data[].attributes.body
learning from others. Piaget believed the most helpful interactions were with peers on the same level.

# data[].attributes.body
activity changes our thinking process through exploring, testing, observing, interacting, and eventually organizing information.

# data[].attributes.body
biological changes that teachers/parents have no influence on.

# data[].attributes.headline
4 factors that influence cognitive development

# data[].attributes.subject
4 factors that influence cognitive development

# data[].attributes.body
1. biological maturation
2. activity
3. social experiences
4. equilibration

# data[].attributes.body
was created by Swiss psychologist, Jean Piaget. Piaget's theory observes how humans make sense of the world through organizing information. Piaget explains the development of thinking in stages from infancy to adulthood, called the stages of cognitive development.