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Cognitive Development
Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain and cognitive psychology. Qualitative differences between how a child processes their waking experience and how an adult processes their waking experience are acknowledged (such as object permanence, the understanding of logical relations, and cause-effect reasoning in school-age children). Cognitive development is defined as the emergence of the ability to consciously cognize, understand, and articulate their understanding in adult terms. Cognitive development is how a person perceives, thinks, and gains understanding of their world through the relations of genetic and learning factors. There are four stages to cognitive information development. They are, reasoning, intelligence, language, and memory. These stages start when the baby ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Theory Of Cognitive Development
Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. It was originated by the Swiss developmental psychologist Jean Piaget (1896–1980). The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. Piaget's theory is mainly known as a developmental stage theory. In 1919, while working at the Alfred Binet Laboratory School in Paris, Piaget "was intrigued by the fact that children of different ages made different kinds of mistakes while solving problems". His experience and observations at the Alfred Binet Laboratory were the beginnings of his theory of cognitive development. He believed that children of different ages made different mistakes because of the “quality rather than quantity” of their intelligence. Piaget proposed four stages to describe the development process of children: sensorimotor stage, pre-operational stage, concrete operational ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Neuroscience
Neuroscience is the science, scientific study of the nervous system (the brain, spinal cord, and peripheral nervous system), its functions and disorders. It is a Multidisciplinary approach, multidisciplinary science that combines physiology, anatomy, molecular biology, developmental biology, cytology, psychology, physics, computer science, chemistry, medicine, statistics, and Mathematical Modeling, mathematical modeling to understand the fundamental and emergent properties of neurons, glia and neural circuits. The understanding of the biological basis of learning, memory, behavior, perception, and consciousness has been described by Eric Kandel as the "epic challenge" of the Biology, biological sciences. The scope of neuroscience has broadened over time to include different approaches used to study the nervous system at different scales. The techniques used by neuroscientists have expanded enormously, from molecular biology, molecular and cell biology, cellular studies of indivi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Montessori Education
The Montessori method of education involves children's natural interests and activities rather than formal teaching methods. A Montessori classroom places an emphasis on hands-on learning and developing real-world skills. It emphasizes independence and it views children as naturally eager for knowledge and capable of initiating learning in a sufficiently supportive and well-prepared learning environment. The underlying philosophy can be viewed as stemming from Unfoldment Theory. It discourages some conventional measures of achievement, such as grades and tests. The method was developed in the early 20th century by Italian physician Maria Montessori, who developed her theories through scientific experimentation with her students; the method has since been used in many parts of the world, in public and private schools alike. A range of practices exists under the name "Montessori", which is not trademarked. Popular elements include mixed-age classrooms, student freedom (including ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Zone Of Proximal Development
The zone of proximal development (ZPD) is a concept in educational psychology. It represents the distance between what a learner is capable of doing unsupported, and what they can only do supported. It is the range where they are capable only with support from someone with more knowledge or expertise ("more knowledgeable other"), Zone of proximal development. (2009). In ''Penguin dictionary of psychology.'' Retrieved from Credo Reference database the degree to which children can rapidly develop under social guidance, as compared to alone. The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life.Yasnitsky, A. (2018)Vygotsky: An Intellectual Biography London and New York: RoutledgBOOK PREVIEW/ref> Vygotsky argued that a child gets involved in a dialogue with the "more knowledgeable other" such as a peer or an adult and gradually, through social interaction and sense-making, develops the ability to solve ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Lev Vygotsky
Lev Semyonovich Vygotsky (russian: Лев Семёнович Выго́тский, p=vɨˈɡotskʲɪj; be, Леў Сямёнавіч Выго́цкі, p=vɨˈɡotskʲɪj; – June 11, 1934) was a Soviet psychologist, known for his work on psychological development in children. He published on a diverse range of subjects, and from multiple views as his perspective changed over the years. Among his students was Alexander Luria and Kharkiv school of psychology. He is known for his concept of the zone of proximal development (ZPD): the distance between what a student (apprentice, new employee, etc.) can do on their own, and what they can accomplish with the support of someone more knowledgeable about the activity. Vygotsky saw the ZPD as a measure of skills that are in the process of maturing, as supplement to measures of development that only look at a learner's independent ability. Also influential are his works on the relationship between language and thought, the developmen ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Robert Kegan
Robert Kegan (born August 24, 1946) is an American developmental psychologist. He is a licensed psychologist and practicing therapist, lectures to professional and lay audiences, and consults in the area of professional development and organization development. He was the William and Miriam Meehan Professor in Adult Learning and Professional Development at Harvard Graduate School of Education, where he taught for forty years until his retirement in 2016. He was also Educational Chair for the Institute for Management and Leadership in Education and the Co-director for the Change Leadership Group. Education and early career Born in Minnesota, Kegan attended Dartmouth College, graduating ''summa cum laude'' in 1968. He described the civil rights movement and the movement against the Vietnam War as formative experiences during his college years. He took his "collection of interests in learning from a psychological and literary and philosophical point of view" to Harvard University, ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Conservation (psychology)
Conservation refers to a logical thinking ability that allows a person to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size, according to the psychologist Jean Piaget. His theory posits that this ability is not present in children during the preoperational stage of their development at ages 2–7 but develops in the concrete operational stage from ages 7–11.Piaget(1965). The child's conception of number. New York: W. Norton Company & Inc.Siegler, R., DeLoache, J., & Eisenberg., N. (2003). How children develop. New York: Worth Publishers. Tasks Conservation tasks test a child’s ability to see that some properties are conserved or invariant after an object undergoes physical transformation. The following tasks also explain the different types of conservation. Piaget proposed that children's inability to conserve is due to weakness in the way children think during the preoperational stage (ages 2–6). This stag ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Schema (psychology)
In psychology and cognitive science, a schema (plural ''schemata'' or ''schemas'') describes a pattern of thought or behavior that organizes categories of information and the relationships among them. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information, such as a mental schema or conceptual model. Schemata influence attention and the absorption of new knowledge: people are more likely to notice things that fit into their schema, while re-interpreting contradictions to the schema as exceptions or distorting them to fit. Schemata have a tendency to remain unchanged, even in the face of contradictory information. Schemata can help in understanding the world and the rapidly changing environment. People can organize new perceptions into schemata quickly as most situations do not require complex thought when using schema, since automatic thought is all that is ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Lawrence Kohlberg
Lawrence Kohlberg (; October 25, 1927 – January 19, 1987) was an American psychologist best known for his theory of stages of moral development. He served as a professor in the Psychology Department at the University of Chicago and at the Graduate School of Education at Harvard University. Even though it was considered unusual in his era, he decided to study the topic of moral judgment, extending Jean Piaget's account of children's moral development from twenty-five years earlier. In fact, it took Kohlberg five years before he was able to publish an article based on his views. Kohlberg's work reflected and extended not only Piaget's findings but also the theories of philosophers George Herbert Mead and James Mark Baldwin. At the same time he was creating a new field within psychology: "moral development". In an empirical study using six criteria, such as citations and recognition, Kohlberg was found to be the 30th most eminent psychologist of the 20th century. Early life L ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Ecological Systems Theory
Ecological systems theory (also called development in context or human ecology theory) was developed by Urie Bronfenbrenner. It offers a framework through which community psychologists examine individuals' relationships within communities and the wider society. The theory is also commonly referred to as the ecological/systems framework. It identifies five environmental systems with which an individual interacts. The five systems * ''Microsystem'': Refers to the institutions and groups that most immediately and directly impact the child's development including: family, school, religious institutions, neighborhood, and peers. * ''Mesosystem:'' Consists of interconnections between the microsystems, for example between the family and teachers or between the child’s peers and the family. * ''Exosystem:'' Involves links between social settings that do not involve the child. For example, a child's experience at home may be influenced by their parent's experiences at work. A pa ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Urie Bronfenbrenner
Urie Bronfenbrenner (April 29, 1917 – September 25, 2005) was a Russian-born American psychologist who is most known for his ecological systems theory.Bronfenbrenner, U. (1979).The ecology of human development. Cambridge, MA: Harvard University Press. His work with the United States government helped in the formation of the Head Start program in 1965. Bronfenbrenner's ability research was key in changing the perspective of developmental psychology by calling attention to the large number of environmental and societal influences on child development. Biography Bronfenbrenner was born in Moscow on April 29, 1917, to Russian Jewish parents, the pathologist Alexander Bronfenbrenner and Eugenie Kamenetski.Behind the Mirror Image: Urie Bronfenbrenner in the Soviet Union, Jaffa Panken, 2005, p.9 When he was six, his family moved to the United States, first to Pittsburgh, Pennsylvania, and then a year later to a rural part of New York state.American Psychologist. (1988). Urie Bronfenbr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Neo-Freudianism
Neo-Freudianism is a psychoanalytic approach derived from the influence of Sigmund Freud but extending his theories towards typically social or cultural aspects of psychoanalysis over the biological. The neo-Freudian school of psychiatrists and psychologists were a group of loosely-linked American theorists/writers of the mid-20th century "who attempted to restate Freudian theory in sociological terms and to eliminate its connections with biology." Dissidents and post-Freudians Dissidents The term ''neo-Freudian'' is sometimes loosely (but inaccurately) used to refer to those early followers of Freud who at some point accepted the basic tenets of Freud's theory of psychoanalysis but later dissented from it. "The best-known of these dissenters are Alfred Adler and Carl Jung.… The Dissidents." An interest in the social approach to psychodynamics was the major theme linking the so-called neo-Freudians: Alfred Adler had perhaps been "the first to explore and develop a compr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
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