Piaget 's Theory Of Cognitive Development

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Cognition is a complex idea, making it difficult to describe. Hooper and Umansky (p. 307, 2014) define cognitive development as an individual’s ability to translate objects and events into a symbolic form that can be stored in the brain. Cognition can be measured with perceptual and conceptual skills. Perceptual skills are the connection between the senses and experiences. Conceptual skills are higher level processing, such as, making decisions and problem solving (Hooper and Umansky, 2014). Piaget’s Theory of Cognitive Development and Vygotsky’s Sociocultural Theory are influential in our understanding of cognitive development for typical and atypical children. Piaget’s Theory of Cognitive Development suggests two stages of development, sensorimotor and preoperational thoughts. These two stages describe children to the age 7 or 8 years old (Hooper and Umansky, 2014). Sensorimotor period begins when the child is behaving in response to their environment. Children have little understanding to what is occurring. Children begin to develop natural responses to stimuli. Children recognize how he/she can cause events to happen (Hooper and Umansky, 2014). For example: a child can hit a button and the button makes a noise while a light flashes. The child now learns to receive the sensory stimulus he/she must hit the button. Object permanence is a significant change that occurs during the sensorimotor period. Object permanence takes place when the child acknowledges an object
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