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Essay / Research Paper Abstract
An 8 page paper that discusses cognitive development, social-emotional development and physical development as related to an 8-year-old child. The writer discusses Piaget and Vygotsky's thoughts on cognitive development and Erikson for social emotional development. Height and weight ranges as well as other physical developmental characteristics are provided. A hypothetical observation of an 8-year-old girl is reported. Bibliography lists 8 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PGchob8.rtf
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Unformatted sample text from the term paper:
Piaget proposed four stages of cognitive development to explain how children learn and develop (Ginn, 2004). Those stages are: sensorimotor (birth to age 2 years); preoperational (ages 2 to 7
years); concrete operational (ages 8 to 11 years); and formal operational, which is abstract thinking (ages 11 years and up) (Ginn, 2004). There are major cognitive tasks the child must
accomplish in each stage, for example, the mental structures in the sensorimotor stage are related to mastering concrete objects while mastering symbols is done during the preoperational stage (Ginn, 2004).
Mastering relations, reasoning, relations and classes happens during the concrete stage and mastering thought occurs during the formal operational stage (Ginn, 2004). According to Piagets theories, the 8-year-old child who
is the subject of this observation would be at the very beginning of the concrete operational stage. During this stage, the child "begins to process abstract concepts such as numbers
and relationships but they need concrete examples to understand these concepts" (Wagner, 2005). It is a transition between being able to manipulate objects physically and being able to manipulate objects
mentally (Wagner, 2005). Piaget believed these stages were sequential and invariant, which means that every person must accomplish each stage in sequence, you cannot skip from preoperational to formal operational,
for instance (Ginn, 2004). Piaget did allow for some flexibility in the age ranges for each stage but there is no flexibility in the order of stages (Ginn, 2004). The
stages are distinct from each other (Ginn, 2004). Vygotsky was another well-known learning theorist who emphasized the social nature of learning, the role that social interaction plays in cognitive development
(Georgia State University). Vygotskys work follows along the line of Banduras social learning theory (Georgia State University). While Vygotsky praised Piaget for providing new information on how children learn and
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