PSY FPX 6025 Assessment 2 Applications of Development Theories

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Capella University

PSY FPX 6025 Child Psychology

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Applications of Development Theories

What is Child Psychology?

According to Santrock (2021), child psychology involves the research and study of both conscious and subconscious development in young children. Research indicates that both genetic and environmental factors play a significant role in child development. Genetic inheritance refers to traits or variations encoded in DNA, which are passed from parents to offspring during reproduction. Additionally, various theoretical approaches can connect a child’s environment to their development. This paper will focus on two theorists: Jean Piaget and Lev Vygotsky. By examining their theoretical frameworks, we will address their strengths and limitations, as well as how both approaches relate to the genetic and environmental influences on child development.

Jean Piaget’s Development Theory

Jean Piaget was a Swiss psychologist who made significant contributions to our understanding of children’s cognitive development (Nortje, 2021). His theory of cognitive development posits that intelligence evolves as children grow. Piaget identified four stages of cognitive development: the sensorimotor stage (0-2 years), the preoperational stage (2-7 years), the concrete operational stage (7-11 years), and the formal operational stage (11 years and beyond) (Nortje, 2021).

The sensorimotor stage, which occurs from birth to age 2, consists of six substages where children’s behavior transitions from reflex-driven actions to more abstract thinking. The preoperational stage begins at age 2 and lasts until age 7, during which children’s ability to use mental representations rather than relying solely on the physical appearance of objects significantly improves. The concrete operational stage starts at age 7 and continues until age 11, where children develop problem-solving skills and logical reasoning, and the egocentrism of the previous stage begins to diminish. Finally, the formal operational stage begins at age 12 and extends into adulthood, involving abstract thinking and moral or philosophical considerations (Barrouillet, 2015).

PSY FPX 6025 Assessment 2 Applications of Development Theories

Piaget argued that children learn about the world through interaction (Nortje, 2021). His theory suggests that if the environment remains unchanged, an individual is born equilibrated; however, if the environment changes, the individual must adapt to maintain equilibrium (Barrouillet, 2015). Piaget’s theory has several strengths, including the idea that children learn best through interaction with their surroundings and that there is a biological basis for behaviors. A child’s need to feel safe and comfortable in their environment is crucial. Additionally, Piaget’s emphasis on play theory highlights its importance in cognitive development. Although play may seem like mere enjoyment, it is vital for children’s learning.

However, Piaget’s cognitive development theory has limitations. It tends to overestimate adolescents’ abilities while underestimating infants’ capacities. Furthermore, Piaget did not adequately address the influence of cultural and social interactions on children’s cognitive development (Babakr, Mohamedami, Pakistan & Kakamad, 2019). Despite these limitations, Piaget’s developmental theory remains a strong foundation for ongoing research.

Lev Vygotsky’s Development Theory

Lev Vygotsky’s development theory posits that children develop through social interactions, emphasizing the community’s role in “making meaning” (McLeod, 2020). Vygotsky’s theory is particularly relevant to preschool development and raises two fundamental questions: the origins of play in development and the role of play as a form of growth in preschool-aged children (Vygotsky, 2002).

Vygotsky outlined three main concepts in his developmental theory: the significance of culture in learning, the idea that language is the foundation of culture, and the notion that individuals learn and develop within their community roles. Vygotsky (2002) emphasized ecological influences, suggesting that a child’s behavior is shaped by specific rules learned in the early months of life. He modeled cognitive development through the lens of language, asserting that language is a powerful tool for shaping thought (McLeod, 2020).

He proposed the concept of the Zone of Proximal Development, which differentiates between what a child can accomplish independently and what they can achieve with the assistance and knowledge of a skilled partner. This idea implies that children tend to be more successful in group settings, as environmental influences, particularly cultural approaches to cognitive development, have a greater impact than biological factors. Similar to Piaget, Vygotsky’s developmental theory has its strengths and limitations. Many argue that Vygotsky was a pioneering thinker in psychology, and his work continues to be explored and rediscovered today. His theory emphasizes that society not only influences individuals but that individuals also shape their social environments.

According to Cherry (2022), children learn from “more knowledgeable others,” such as parents or teachers, who provide educational opportunities through guided instruction within a child’s zone of proximal development. However, both Piaget and Vygotsky were contemporaries, and many of Vygotsky’s theories gained recognition only after his untimely death at the age of 37, which limited the development of his ideas.

Conclusion

Child development has been the focus of numerous theorists, ranging from cognitive stages to Vygotsky’s emphasis on language. Psychologists have proposed various mental milestones that children must achieve to develop into their future selves. Piaget and Vygotsky are no exceptions; both present their perspectives on critical, often conflicting, elements that contribute to a child’s development. It is essential to recognize that while each theory has its limitations, both provide valuable insights when combined with everyday experiences as a parent, teacher, or psychologist. All these individuals observe social interactions and acknowledge that such interactions are vital for proper child development. Ultimately, through the integration of play theory and genetic factors, there is potential for the development of a comprehensive theory that synthesizes the contributions of both Piaget and Vygotsky.

References

Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental theory: Critical review. Education Quarterly Reviews, 2(3), 517-524. https://doi.org/10.31014/aior.1993.02.03.84

Barrouillet, P. (2015). Theories of cognitive development: From Piaget to today. Developmental Review, 38, 1–12.

McLeod, S. (2020). Vygotsky’s sociocultural theory of cognitive development. Simply Psychology. Retrieved from https://www.simplypsychology.org/vygotsky.html

Santrock, J. W. (2021). Children (15th ed.). McGraw-Hill Higher Education (US). Retrieved from https://capella.vitalsource.com/books/9781264003419