Not Reward For A Child 's Cognitive Development

There are many theories into how children develop and how they learn. These are extremely important as they can be applied to modern strategies used for child behaviours. Presently, learning theories are placed into 3 categories:

There have been many theories on how children develop and learn, some of the theorists who influence the educators of today on how to best teach children.

The purpose of this essay is to compare and contrast two theorists on how children learn and develop and how their theories work in the early years setting. Piaget and Skinner are both very well known for their theories, they contrast each other as one shows the behaviourist view while the other shows the cognitive view. Piaget is a nativist, he believes that children learn best through active learning, doing for themselves. Whereas Skinner is an empiricist he believes that children’s knowledge is learnt from their sense experience and environment.

There are many different theories of development which we use to understand children’s behaviour, reactions and the way in which they learn.

Cognitive development is the term used to describe the construction of thought process, including remembering, problem solving and decision-making, from childhood through adolescence to adulthood. In this essay I will compare and contrast the theories of Piaget and Vygotsky, both of which were enormously significant contributors to the cognitive development component to/in psychology. In addition to this I will also weigh up the strengths and weaknesses of each theory and outline how they can be applied to an educational setting.

In order to function in a social world, acquiring a theory of mind is a fundamental component in a child’s early cognitive development (Premack & Woodruff, 1978; Wellman, 1990). Theory of mind (ToM) is the ability to understand the mental state of one’s self and others (Greene, Sandoval, & Bråten, 2016) and to comprehend and forecast others’ actions (Tager-Flusberg, Baron-Cohen & Cohen, 1993; Wellman & Lagattuta, 2000). When children begin to develop a theory of mind (ToM) they develop awareness that human behaviour is governed by belief, knowledge, memory and imagination that conflict with overt reality. However, while the notion of theory

In the "Theory of Mind" video, the limitations of the preoperational child are shown in a variety of examples. The one with the flour footprint and the two dolls show that the boy named Ross, still can't see that the "mom" doll doesn't know what he knows. This example demonstrates the belief that young pre-operational children still lack: that the thoughts in your head are somehow public knowledge, and what you think is what everyone else thinks. The sticker experiment and the 'mean monkey' also display the limitations of children to understand that they can think of things that others cannot. Three-year-old Jacob never figures out that the monkey can be fooled. However, the second boy named Patrick "has crossed a threshold into the adult world;" he knows he can think things that others can't. His thoughts are his alone (at about 4.5 to 5 they begin to think this

I previously watched a video called, “What do Babies Think?” In the video, there was a lady named Alison Gopnik. In her video she explained how babies are continually are processing probabilities in their head. Alison also explained an experiment on how a four year old thinks or process things in the brain. In the experiment, she had a four year old boy try to use blocks to make a light come on. The boy tried five different hypothesis, and finally ended up finding the correct way after trial and error. By using the experiment with the child, she showed how a four year olds mind thinks/understands processes.

In this paper you will read about what is cognitive learning and how does a child learn to think and develop through their early years. What are Jean Piaget’s stages

Learning the correct type of praise and feedback to give children is essential to developing the best mindset. The idea of this theory is to changes people’s mindset in such a way that will teach them learning is not a fixed trait. In order to accomplish this, the study suggests reinforcing positive feedback regardless of the outcome. It is also

During my Child Development GCSE I became utterly fascinated at how the foundations to a person's mind are based on the principals both instilled into and gathered from experiences as a child, along with other physical milestones such as the gross and fine motor skills. I was so pleased knowing that achieving an A* reflected on my thirst for knowledge and dedication - especially my six month detailed child study on a young, ever-growing cousin, whereby I focused on their cognitive, emotions and speech. It seems that the experiences children endure later use them to interpret their own disposition in

There are many different things that shape the cognitive development of children. To begin with cognitive development is when a child develops how to process, solve problems, and start making decisions. Once they have learned this they take everything they have learned into their adolescence. An example, of what can shape the cognitive development of a child can be an educational game. Educational games can be very useful in shaping a child’s development because they are having fun while learning at the same time and what kid doesn’t like to play games, the fact that it is even educational makes it even better for them. Not only are they having fun but there are many different games that help in different categories of development in

These results reflect Murray theories of self-actualization. Maslow hierarchy that could explain the negative results of the experiment would be self-actuation. For example, “ children who had learned a game with a reward attached to it subsequently play the game less often, and preferred as simpler version of the game, than the children who learned the same game in a no-reward situations”(

There are many different theories when it comes to how children learn best, but when bits and pieces are taken from each a strong theory can be crafted for each individual child. These theories come from information processing, Jean Piaget, Lev Vgotsky, and Maria Montessori. Information processing looks at children’s scripts and how long-term memory works to help children learn, Piaget uses the concepts of object permanence and egocentrism to explain the ways children view different things, Vygotsky focuses on the zone of proximal development and scaffolding to give children the best environment to lean, and lastly, Montessori uses a trained adult and self-directed play to enhance learning in young children. These concepts combined are great ways to help a child develop cognitively and it is important to understand each one.

All children are unique as they learn, progress, develop at different rates and in a variety of ways. Nearly all theorists agree on the principles of children’s learning expansion in general and play a vital fragment of early childhood development. They all accept that cognitive learning is relatively systematic and takes place gradually at a variety of rates. Learning only occurs when experience causes a permanent change in an individual’s knowledge or behaviour (Weatherby-Fell, N. 2013). I am reviewing Burrus Federic Skinner’s behavioural theory and Jean Piaget cognitive development theory. This report style essay will provide an overview of the two theorists, a comparison between the two in relation to the image of the child, teaching, learning and development, and an analysis of how these two approaches align with the Early Years Learning Framework (EYLF). Subsequently, details of both theories will be discussed and explained to illuminate the differences and connections to how children learn. These two extremely well-known theorists’ approaches are stimulating, cause reflection upon learning methods and ensures thought provoking teaching.