 |  Child Psychology: A Contemporary Viewpoint, First Canadian Edition E. Mavis Hetherington,
University of Virginia
Ross D. Parke,
University of California
Mark Schmuckler,
University of Toronto at Scarborough
Cognitive Development: Piaget and Vygotsky
Learning Objectives
| Define cognition. Describe Piaget's and Vygotsky's models of cognitive development. |
| | | | Explain the distinction Piaget draws between cognitive structures and processes. Define "schemata" and "operations." |
| | | | Describe how schemata are modified throughout the lifetime, and the principles used to modify them (assimilation and accommodation). |
| | | | Describe the sensorimotor period and the concept of object permanence. |
| | | | Discuss some of the more recent research on infants' abilities in the sensorimotor period, as well as some of the challenges to the idea of a "cognitive" infant. |
| | | | Describe the preoperational period and the capabilities and limitations during the preconceptual and intuitive subperiods. |
| | | | Discuss the general limitations on preoperational thought. |
| | | | Discuss the child's capabilities and limitations during the concrete operational period. |
| | | | Describe the abilities that emerge during the formal operational period. |
| | | | Using research as evidence, cite the criticisms of Piaget's theory. Also describe some possible responses to these criticisms, in defence of Piaget's theory. Finally, list the contributions of Piaget's theory to developmental psychology. |
| | | | Discuss Vygotsky's concepts of elementary and higher mental functions. |
| | | | Discuss how the zone of proximal development relates to advances in development. |
| | | | Identify the role of culture in mathematics and language. |
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2002 McGraw-Hill Higher Education