Cognitive Development Theory, Essay Example

Contrastive analysis of cognitive development theories: J. Piaget – J. Bruner

Cognitive development focuses on different types of thinking processes (perception, memory, problem solving, imagination, logics, formation of notions) and their transformations in the process of growth. Scientists develop different theories of cognitive development; the influential theories of Jean Piaget, Lev Vygotsky, and Jerome Bruner dominate the area. Their studies examine the factors invoking the emergence of intelligence, its development and measuring.  They try to determine the significance of genetics, experience, and environment for cognitive development, peculiarities of moral understanding. Nevertheless, the nature/nurture debate is still open for further investigations.

Numerous experiments and long-term observations let Jean Piaget prove that the cognitive development of a child depends straightly on the development of intellect. The core principles of his developmental theory are structures, assimilation and accommodation. “The coherent logical structures underlying children’s thought differ from those underlying adult thought” (Slee, 2002, p.142). Moreover, cognitive structures in different ages are not equivalent. The structures of infancy depend on actions, like reaching, sucking; the structures of older age attach to mental activity. Assimilation suggests the interaction of a child with the environment, while incorporating of new information takes place (like mouthing and tasting the objects). Accommodation appears when a child transforms the way of getting information about the environment, like learning that not every object tastes well (Slee, 2002, p.142). These processes lead to adaptation regarded as “equilibrium between assimilation and accommodation” (Piaget, 2001, p.6). The urge of equilibrium evokes development of cognitive abilities, which a child needs to adjust to emerging circumstances through the production of new structures. Piaget supposed that the latter form human intelligence. New experience motivates a child to create new structures to accommodate.  Thus, intelligence is regarded the system of adaptation to the environment, but not the scope of practical knowledge a man has. It is a result of accommodation and assimilation, as well as, the basis for these processes.

The theory of cognitive growth of Jerome Bruner concentrated on the role of innate mental abilities along with social and physical environment, and experiential factor (in contrast to Piaget). He underlines the crucial role of language and impact of culture constants on intelligence development, while J. Piaget ignores the external factors in analyzing the cognitive growth of children.  As Slee (2002) states, Bruner “places great emphasis on the child as a social being” and children competencies that are “greater than Piaget’s theory leads us to believe” (p.152).  The constructivist approach to teaching and learning serves the common ground for the views of J. Piaget and J. Bruner. Constructivists supposed cognition the product of mental construction, namely combination of new information and known. Both theorists explored learning as an active process, in which cognitive structure (or schema, or model) plays a major role.

Jean Piaget worked out the system of four age-related stages which a child passes in his cognitive development. The stages are characterized by specific mental operations (or systems) a child uses to interact with objects and events.

The first level of cognitive development is “sensori-motor” (birth to 24 months), during which “the infant lack the symbolic function” (Piaget, 2000, p. 3) and intelligence employs motor activity, because in spite of multiple theories existing psychologists recognize intelligence before language. Motor abilities support further growth of intellectual abilities. By the end of the stage, a child gradually acquires the ability to represent objects. This transition bases on the concept of object permanence. It suggests that “a child recognizes the objects continue to exist even if they are no longer visible” (Weiten, 2008, p. 454).

Piaget pointed the weakness of the preoperational stage thought (2 to 7 years) by reason of being non-logical and egocentric. The stage relates to the use of symbols. Memory and the language skills are developing.

The start of the concrete operational stage (7 to 11 years) is connected with growth of cognitive operations. The ability of children “to perform operations only on images of tangible objects and actual events” stipulates the name of the period (Weiten, 2008, p. 455).

During the formal operational stage (from 11 years), “youngsters graduate to relatively adult modes” of thinking (Weiten, 2008, p. 456).

The theory of Jerome Bruner was significantly influenced by the research of Piaget and Vygotsky. Though Bruner’s system bears some similarities with Piaget’s stage theory, they also have crucial distinctions. His theory is also based on a number of stages. Unlike Piagetian stages, associated with the level of thought, Bruner’s theory bases on the mode of human organization or the way, a child uses his mind. The system of Bruner encompasses a more narrow age limit and is applicable to infancy and childhood. The stage system of Piaget characterizes mental abilities from birth to adolescence and adulthood.

The first stage – enactive representation (birth to 18 months) – is similar to Piaget’s sensori-motor period.  Both psychologists acknowledge the leading role of physical actions for mental growth; they agree that child then learns the world through actions. The second stage is iconic representation (18 months – about 6 years) “emerges when a child is finally able to represent the world to himself by an image or spatial schema that is relatively independent of action” (Slee, 2002, p. 153). Unlike Piaget, Bruner supposed the iconic mode crucial in a child’s thinking.   The symbolic representation (about 6 years and onwards) lets a child learn the world and represent information through symbols (verbal symbols, numbers, music). Bruner compares this mode, in which “a child learns to represent the external world through symbols, established by simple generalization”, with preoperational stage of Piaget’s theory (Bruner, 1977, p.34).

The results achieved by both psychologists undoubtedly provide a strong background for classroom applications. Jean Piaget responded to the question when and how to teach, though did not explain in detail the practical application of his principles within classroom. His successors had to adjust the stage theory to the process of education. J. Bruner concentrated primarily on the practical aspects of education. These theoretical and practical approaches constitute the difference between the applications of the noted theories in the classroom.

Another distinction between the theories application is the role of teacher. In Piagetian system, teacher should be a facilitator, but not a tutor. Teacher should encourage self-motivation, apply tasks suitable for a child’s development, challenging tasks. Bruner regards the role of teacher as a supporter and guide in the process of education: simplify the task to needed level, motivate or encourage.

Both theories result in the selection of methods of methods suitable for the children of specific age. For example, in early childhood children apprehend personal example better than explanations. A teacher gives details of a game and then shows how to play like a participant. They also agree with the principle of feasibility of tasks given to children.

Bruner advises to give children models for imitation, it relates to the characteristics of the preoperational stage, during which children come to symbol use. Teacher may label the items in a classroom which they see and use.

References

Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press.

Piaget, J. (2001). The origin of intelligence in the child: Selected works. New York, NY: Routledge.

Piaget, J. (2000). The psychology of the child. New York, NY: Basic Books.

Slee, Ph. T .(2002).Child, adolescent and family development.  Cambridge, England: The Press Syndicate of the University of Cambridge.

Weiten, W. (2008). Psychology: Themes and variations. Wadsworth, CA: Cengage Learning.