'Developmental Psychology Essay\r'

'Jean Pi termt (1986-1980) analyse the development of peasantren’s understanding, through observing, talking and listening to children whilst he carried kayoed exercises that he set. He was oddly interested in how children learn and adapt to the orbit nigh them and in order for adjustment or adaptation to work, thither must be constant quantity interaction between the child and the outside cosmos. Piaget design that cognitive development took place through 2 main carry outes:\r\nAccommodation- The cognitive organisation of the individual is change by the need to deal with the environment, in assorted words the individual adjusts to the outside world. Assimilation- The individual deals with the saucily environmental bit by adjusting the outside world to fit them. This is done by adding tuition to the schemas which extends the boilers suit picture thus adjusting the interpretation. Another important experience of Piaget’s theory was schemas, a mental mo del which refers to the organisation of knowledge which then guides and actions for example a baby has a schema for grasping, it wraps its fingers around items put in its hands.\r\nSchemas en qualified individuals to store, organise and interpret information round their experiences. When a child has assimilated the schemas it is in a introduce of cognitive balance but as the child continues to explore and comes into contact with new experiences cognitive imbalance is created. This then leads to equilibration; the child then uses the process of assimilation and accommodation to restore a state of equilibrium. Piaget believed that children’s cognitive development goes through iv full points, these argon:\r\nStage one: The sensorimotor salute this dress last from birth to about 2 years, a child learns by moving around his or her environment and learning through their senses- smell, sound, sight, liaison and taste. The key achievement of this stage is the concept of goal permanency which allows the child to be awargon of the existence of ends when they are not in billet, in the primal part of the sensorimotor stage a child is not aware that objects still exist when they butt not see them: it is a case of out of sight out of mind. This concept of object permanence develops as the child moves around their environment.\r\nPiaget investigated his children’s escape of permanence by hiding objects and gear up that at 0-5 months the child was not able to nerve for the object once it was hidden. However by 8 months onetime(a) the child would search for the objects. Stage two: The pre-operational stage which lasts between the ages of 2-7 years. Children’s thinking is dominated by appearance and the external world. They find it difficult to sentiment subjects in other ways, other than the view they stand and they focus on aspect of an object or situation rather than the complete picture. Their cognitive skills are not developed eno ugh to make coherent explanations however they are able to use address and are able to represent objects by images and words.\r\nPiaget faecesvass conservation- the idea that children have trouble understanding that things can remain the equal despite a optic change and found that when the same quiet was poured from a short fat glass to a statuesque thin glass a child at this stage would say that there was to a greater extent liquid in the new glass or that there was more liquid in the original glass. In either case the child centres, or focuses on only one dimension (height or width).\r\nIn addition, Piaget investigated egocentrism which involves children assuming that their way of thinking about things is the only way. He used the lead mountains occupation to illustrate this idea. He showed four year olds three mountains of different heights and asked them to describe how the scene would get word from different positions; the children chose their own view and failed to s ee that it would look different from different points. Piaget found that it was only when children reached the age of 6 and upwards that they were able to see that the view is different from other positions but they often chose the do by view.\r\nStage three: The concrete operational stage takes place during the ages of 7 and 11. Thinking becomes much little dependent on perception and the child is able to carry out mental operations on the world. However they need to use props in order to understand how things work. Children are able to de-centrate, essence they are able to take into account more than one aspect of an object or situation at any one time and they are able to save, this means that the child understands that although the appearance of something changes, the thing itself does not. Piaget also investigated conservation during this stage by restate the experiment with the liquid in the glasses and found that by the age of seven the majority of children could conserv e liquid because they understood that when water is poured into a different shape glass, the quantity of liquid remains the same even though its appearance has changed.\r\n'