intellectual

• language development = essential for communication and expressing ideas
• problem solving - reasoning and making choices
• memory = storing , recalling and retrieving information
• moral development = thinking and discussing situations, events that cannot be observed
• abstract thoughts and creative thinking = skill needed to work things out and predict what might happen
• cognitive development = child's ability to learn and solve problems
• abstract logical thinking = ability to solve problems using imagination and without having to be involved practically
• Piaget's research focused on how children acquire the ability to think and a 4 year old cant use abstract logical thinking as they are not old enough
• Piaget believed infants use egocentric thinking which means they only see the world from their own perspective
• Piaget believed that the ability to think logically develops at age 7, when children use concrete logical thinking to solve simple problems e.g understanding that the amount of water is the same even if poured into a different cup
• sensorimotor - 2 years = infants interacting with eyes , ears, hands and mouth. towards the end they develop object permeance - knowing an object still exists, even if its hidden
• preoperational stage - 2-7 years = egocentric thinking , only see the world from their perspective
• concrete operational stage - 7-11 years = can understand theory of conservation - understanding that something stays the same in quantity even though its appearance changes
• formal operational stage - 11-18 years = able to think through complicated ideas in their heads without seeing concrete images
• schema = category of knowledge as well as the process of acquiring knowledge
• a child develops concept about the world around them = a state of equilibrium - cognitive balance when a child's experience is in line with what they understand
• as their schemas are upset they reach disequilibrium - state of cognitive imbalance between experience and what is understood
• theory of conservation = somethings appearance may change but its quantity will stay the same
• criticisms of piaget

  • theory based on a small number of children
  • Brunner argue that the stages he suggested may be more fluid than he thought as they see development as a continous process
  • other researchers suggest it takes longer than 11 years to become skilled abstract logical thinkers
  • cognitive development could depend on child's environment and quality of their education
• Accommodating = modifying schemas in relation to new information and experiences
• chomsky's language acquisition device

  • enables children to recognise and develop languages they experience
  • children are 'programmed' to acquire language and it evolves naturally
  • ability to use language develops due to maturation , unfolding of an individual's biological potential
• chomsky believe's a child couldnt learn a new language through imitation alone due to the grammar and syntax of the language around them is highly irregular
• chomsky believes that babies need to experience other people using language but they need to be trained in order to speak
• critics of chomsky

  • lack of scientific evidence, Brunner argues that social interaction in the early stages is critical and has far more influence on children than chomsky suggested
  • others argue chomsky puts too much emphasis on the grammar in sentences rather than the structure
  • doesnt take into consideration children who experienced delayed language or speech impairments
• children learn to adapt and develop language , children wont be able to speak in correct terminology until theyve reached a particular stage
• Gesell's maturation theory suggests that growth is determined by genetics (maturation) and all individuals have an inner 'biological clock' that determines what rate physical development will progress, such as the start of menopause.
• Gesell's theory is based on observations of large numbers of children, which are used to establish norms or milestones for each development aspect.
• According to Gesell's theory, development is predetermined and the environment has little influence (nature).
• Milestones are helpful indicators to measure children's development and recognise developmental delay.
• Critics argue that Gesell's maturation theory is not helpful in explaining individual or cultural differences for children with learning disabilities.
• according to gesell heredity abnormality would cause a delay in a childs development
• crystalised intelligence = long term memory, some mental abilities are largely unaffected by normal ageing ability to do things always done and continue to do so often e.g starting school
• fluid intelligence = short term memory, may decline can combat this by playing jigsaw puzzles