Here is the synopsis of our sample research paper on Piaget, Vygotsky, Skinner and Their Developmental Theories
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Essay / Research Paper Abstract
This 6 page paper discusses the developmental theories of Skinner, Vygotsky and Piaget and their points of similarity and difference. It also discusses the interaction of cognitive, physical and emotional development and its impact on the child, and why it’s important to understand normal child development in order to assist children to reach their potential. Bibliography lists 3 sources.
Page Count:
6 pages (~225 words per page)
File: D0_HVPiVySk.rtf
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Unformatted sample text from the term paper:
It highlights some of the main points of their theories and their similarities and differences. It also discusses the ways in which cognitive, physical and emotional development interact and why
its important to understand "normal" child behavior in order to assist children in reaching their potential. Discussion We begin with Jean Piaget, who is known for his ideas that children
go through developmental "stages" that can be predicted with some regularity (Atherton, 2005). He posited four such stages: the "sensori-motor" stage, which lasts from birth to approximately two years (Atherton,
2005). Two of the important cognitive developments at this time are that the child begins to recognize himself as a separate entity, and he also learns that things continue to
exist even when he cannot see them (Atherton, 2005). The second stage is "pre-operational" and lasts from ages 2 to 7; at this point, the developing child "learns to use
language and to represent objects by images and words" (Atherton, 2005). However, the child is still egocentric and "has difficulty taking the viewpoint of others" (Atherton, 2005). At this stage
the child classifies objects "by a single feature" such as putting all blocks of one color together regardless of their shape; or putting all objects with the same shape together
regardless of their color (Atherton, 2005). The third stage is the "concrete operational" stage, from ages 7-11 (Atherton, 2005). At this point the child begins to "think logically about objects
and events; achieves "conservation of number (age 6), mass (age 7), and weight (age 9)" (Atherton, 2005). Finally, by this time the child has learned to classify objects "according to
several features and can order them in series along a single dimension such as size" (Atherton, 2005). Piagets last stage is the "formal operational" stage, from 11 years onward; at
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