Child Development And Vygotsky 's Theory Essay

Education always plays an important role in enabling people to enter society knowledgably and with good skills. People keep learning from cradle to grave in order to horn their skills of thinking creatively as one of the key factors for success. They are conventionally trained by their school professors even from preschool period. However, the most reasonable time to learn is the high school stage when students' brains are significantly developing ('Thinking skills' 2003). This essay, therefore, will argue the idea that schools should be active in teaching students creative thinking skills because of the good educational background itself and the skills acquired will be

Vygotsky is a Russian psychologist. Vygotsky is a theorist also he has a different outlook on cognitive development, which he agrees with Piaget about the transition happen from adolescence to adulthood. It gives Vygotsky opinion. Another theorist is Kohlberg theory and outlook on cognitive development is a skill theory which tools are provided for developmental. Kohlerg theory of cognitive development has skill structure which is call levels, it describes what the level consists of. These three theorists share a common idea on cognitive development. Even know the three theorists share a common idea about cognitive development, but they also have a different perspective that affects the cognitive development. It will describe the stages of cognitive development. Piaget is known as one of the most popular theorist he is famous for cognitive development. Piaget was a theorist who study for cognitive development. Piaget develops four stages of growth dealing with cognitive development. Piaget develops the ground work of cognitive development. Cognitive development has four stages and it is known as the formal stage. It will introduce the main elements that will occur in the adolescence and in early adulthood. It will describe three elements that have or will occur in the formal stage.

Vygotsky proposed that children’s development is affected by their culture and social interaction. He also suggested that children are not born with knowledge but they gain it through their social interactions with peers and adults; he does not rule out the importance of biological processes but proposes an interdependent relationship between biological development alongside social activity and cultural interaction.

There are several different theoretical approaches that aim to explain creativity and creative learning, as follows:-

The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she cannot do. The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) (https://en.wikipedia.org/wiki/Zone_of_proximal_development)

In the context of creativity’s stated definition, we will proceed to group our arguments into three themes of factors: cognitive ability, expertise training, and environmental conditions. The human brain is highly adaptable and can continue to develop new cognitive abilities, even past adulthood (Norman, 2015). Proper cognitive expertise and training can help workers produce and operate in ingenious ways (Ginamarie, Lertiz & Mumford, 2004). Finally, the working environment can both motivate or stifle creative output. Managers can influence all three components: expertise, thinking skills, and motivation (Amabile, 1998).

The term "creativity" is close to the concept of art. People usually conclude that the latter is given by birth, while the creative approach can be developed. It would seem that creativity is a particular talent, and not everyone can use it. Despite this assumption, in fact, it is possible to work out this type of response to the problems. It is only vital to find the right approach and develop specific tactics aimed at the formation of creative thinking. Time goes fast, rapidly evolving technology going forward and the progress requires human attention and concentration, flexible thinking, and quick adaptation to what is happening. The world is constantly in need of interchange of different problems with the help of creative approaches. Cathy Davidson, the author of "Project Classroom Makeover", provides a significant work on the role of creative thinking and its transformation due to changes in the digital era, as well as the process of forming of the self- confidence during the initial stages of education with the development of imagination and teamwork. In this work, the scientist insists on reconsidering of the very concept of education because of the development of digital age, multitasking society, the influence of the Internet. Also, the author insists on the development of such qualities as initiative, mobility, flexibility, the need for self-development, readiness for unconventional and creative solutions. In this regard, the objective necessity becomes the

Many different people in all sorts of situations have influenced us throughout our lives. Some of these influences where at times when we cannot remember, and some as recent as five minutes ago. Not only do we not remember all of our influences, but we also do not recognize all of our influences because many factors in our lives affect us subconsciously.

To conclude, creativity appears to be a general term. It's meaning differs from one person to another. Therefore, the question of "do schools kill creativity?" remains unrevealed. Some think that schools do kill creativity and others don’t, and the answers are based on the individual's idea about creativity. Moreover, the findings of the study about creativity learning are promising. As a result, we may be able to facilitate creativity learning in

Vygotsky's Social Developement theory focused on the connections between people and the social and cultural context, in which they act and interact with others. According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Intinitally children develop these tools to serve solely to communcate needs. Vygotsky believed that the internatlization of these tools led to higher thinking skills.

After some time, there has been an extension in our insight into the routes in which people create and learn. It is currently realized that children are starting to learn even before they are conceived. I frequently discover myself wishing I had known these things when my kids were creating. We all need our kids to be as well as can be expected be; with some information of how youngsters learn and the consecutive steps they must experience in numerous ranges of advancement, we can give numerous encounters at home to help them achieve their potential. At the point when teachers examine kids ' advancement, they for the most part discuss physical, mental, social, and enthusiastic improvement.

are already learning at birth, and they build up and learn at a rapid pace in their early years when

The three adaptive processes for cognitive development are assimilation, accommodation, and equilibrium. These are three agents

Creativity is the ability to produce work that is original yet appropriate-something that others have not thought of but that is useful in some way (Kaufman & Sternberg, 2007; Sternberg, 2003b). The significance of creativity for children’s development is very high. Creativity helps children develop the overall areas of development; physical, social, emotional, language and cognitive. A child learns to innovate as well as invent while doing creative activities. Through creative practices child finds multiple methods of looking at various situations, assessing these situations and finding new solutions. Children often desire to be able to express themselves without any

In the world of psychology, Jean Piaget and Lev Vygotsky are considered to be very prominent figures in the area of cognitive development. Both of these men considered themselves a constructivist, which entails a viewpoint that is concerned with the nature of knowledge. In their lifetime, both of them made contributions in the area of education and even after death, their theories still influence teaching methods. The purpose of this paper is to show some similarities as well as differences in the theories of Piaget and Vygotsky and what can be gained by having a better understanding of their theories.