Unit 331 Child Development Essay

If a child is in poor health then this will have an impact on their development. For example, a child with uncontrolled asthma or cystic fibrosis may not be able to run around and be as active as their peers. Therefore, this would mean that his physical development might not be the same. Not being able to play outside would almost certainly affect the social development, as children make many friendships on the playground and at after school clubs.

One thing that puts an adolescent in the formal operational stage is the ability to think abstractly about

Concrete cognitive operations as outlined by Jean Piaget are typically children who are between the ages 8-11 years. Cognitive skills of this group are able to perform inductive reasoning. In addition, objects or events need to be experienced. Some major schemas proposed by Piaget are class inclusion, such as all birds have wings. Another schema is serial ordering, as babies need very small shoes, and children need shoes that bigger than babies, and adults need the biggest shoes of all. The most popular schema referenced on the internet was conservation, which I think is explained best by this one-minute video.

Unfortunately, not every adolescent develops into this stage “The stage of formal operations involves the development of hypothetical-deductive reasoning which is the capacity to think scientifically and apply the accuracy of scientific methods to cognitive task (Inhelder and Piaget, 1958).” Abstract thought, metacognition, meaning, thinking about thinking, and problem solving are the higher order thinking skills that appear in the formal operational stage. In this particular stage, the individual learns to develop assumptions that are not often grounded in actuality, such as hypothetical-deductive reasoning. Adolescents at this point in their development are moving from inductive to deductive reasoning. “Piaget and his colleagues developed an experiment called the “pendulum problem” with which they wanted to assess whether individuals had reached the formal operational stage. Classically, he had children balance a scale using different types of weights (Inhelder and Piaget, 1958).” It is only in early adolescence could children understand the connection between space or distance from the center of the scale and the mass of the weights. This method involves a length of string and a set of weights. AA was asked to take into consideration three factors; the length of the string, the heaviness of the weight, and the power of push. The assignment was to work out which factor was most important in defining the speed of swing of the pendulum. AA was able to change the

For example, I observed Mateo’s cognition which is the ability to take in information, process it, store it, and finally retrieve and use it (Zastrow, C., & Ashman 2013). Furthermore, Mateo is in the period of concrete operation which is between the ages of 7 to 12 years. During this stage Mateo has developed the ability to think logically on a concrete level. He is beginning to overcome major millstones to logical thinking that were evidence during the earlier stages of intellectual development. This is where children can now understand things from other people’s perspective. For example, I observed concrete operation when Mateo was talking about his friend’s dad. Mateo was sharing that his friend’s dad just got diagnosed for lung cancer. He was explaining that he felt sad and heartbroken for his friend because he understood the pain his friend was going

Intelligence starts to be demonstrated through the logical use of symbols that is related to abstract concepts such as algebra and science. Adolescence who has reached this stage can imagine and describe precisely and accurately. They will think about diverse aspects and combined them logically to solve a particular problem. Their verbal explanations of concepts are usually sufficient without the need

Jean Piaget was a remarkable scholar in a variety of areas, with a publishing career that began at the age of ten and that would eventually come to include more than fifty influential books and many articles, essays, and other shorter works (Feldman, 2008). Though his youth and adolescence were consumed primarily by an interest in biology and the study of animals, today Piaget is largely remembered for his contributions to psychology, which was still in its very early stages when Piaget became involved in its development (Feldman, 2008). Piaget's theory of development and his stages of learning provide a simple yet profound and still accurate way of examining early human development.

In conclusion, it can be drawn by the person’s cognitive development that children are able to learn. First, concrete operational is a stage from a lot age 7 to 12. This stage means that children will become concrete. Children understand speed, causation, numbers and size. If a person never develops past the concrete operational stage, he or she will never make it to the formal operational stage. They will not be reaping the benefits of the formal operational stage. The child would only be able to learn about numbers, but want be able to talk about the concepts. The child would be concrete in their understanding. We would only be able to understand at minimal, but would be able to learn simple steps. We would be stuck mentally in the learning

The pre-operational stage occurs between ages 2 to 4. The child is preoccupied with language and associating objects with certain images, symbols and words as the classification of objects is made easier this way. Since children are unable to conceptualize abstractly, Piaget explained this in terms of their egocentric thoughts, the idea that the child is seeing a world of its own thus having difficulty in seeing the viewpoint of others effectively (in Smith P.K. et al., 2003).

The distinctiveness of preoperational stage include an enhancement in language ability (with over generalizations), symbolic thought, egocentric perspective, and limited logic. In this second stage, children should engage with problem-solving

While observing the younger age group, I discovered a variety of interesting interactions and occurrences among the children. I was particularly surprised by how smart children can be at such a young age. In two different cases, a young boy named Kian, 1 year and 8 months, and a young girl named Finley, 1 year and 4 months, demonstrated their knowledge of basic skills when they both had found articles of clothing around the room and knew exactly what parts of their bodies they are to go. Kian found a hat and instantly put it on his head. While Finley, found a jacket and attempted to put it on the upper half of her body. Together the two demonstrated, normative cognitive development (Baltimore,

Piaget describes the radical change takes place in children’s thinking at around 18 months, in terms of the child’s ability to use symbols, but he tended to focus and what a child still cannot do rather than on what the child can do. Concrete operational stage: around 7-12 Years at this stage children continue to learn through their experiences solving problems mentally with real objects and become capable of logical thought. Formal operational stage: from 12 years into adulthood children begin to develop a more abstract view of the world, they understand that it is possible to create rules that help them to test things out, to have a hypotheses to test things out and they can now think in a rational scientific manner solving complex problems.

During this stage, children learn how to think figuratively. At this time, children’s language skills begin to improve, and children also acquire memory development and an imagination. Throughout this stage, babies are not fully capable of intuitive reasoning. Children cannot comprehend difficult conceptions. The third stage is the concrete operational stage, which occurs between the ages of seven and eleven.

The ability to reason abstractly about concepts is the defining quality of Jean Piaget’s formal operational stage. Piaget was a Swiss psychologist known for his pioneering work in child development. His theories about development help others understand the child mind from birth to adulthood. In the formal operational stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. This stage is reached around age 12 and is characterized by teenager’s ability to reason at an abstract level (Belsky, 2010). The teens gain the ability to think in an abstract way, have the ability to combine and classify items in a more

Both Berk (2010) and Lucile Packard Children's Hospital at Stanford (2012) claim that by this age an adolescent should be thinking in more abstract, systematic and logical ways. Therefore, according to the articles researched for this issue and the behavior exhibited by this adolescent would indicate a delay in cognitive development. This delay not only affects his personal reasoning, but also has delayed his cognitive development to solve hypothetical problems, thus, lower his ability solve situations not yet experienced. Remaining in the concrete operational