Discussion Week 3 Essay

779 words - 4 pages

A present time, there are many developmental theories, which cover cognitive, socio-emotional, and physical. Among those theorists, for the purpose of this post, I will be considering two of them. First, I will be reviewing the Russian psychologist Lev Vygostsky and his sociocultural theory. Next, I will be looking at Deanna Kuhn and the Metacognitive development theory.

One of the psychologists who made a significant contribution and stimulated a lot of studies in addressing the cultural impact in human development was Vygostsky. He introduced the sociocultural theory, which focused on culture transmission from one generation to another. He also theorized with social interaction, children to acquire the way of thinking and behaving through cooperative dialogues with more knowledgeable members of society (Berk, 2010). Unlike other theorists of his time, Vygostsky included the sociocultural aspect and the impact of culture in cognitive development. He also introduced the concept of scaffolding (Laureate Education, 2010). He basically suggested the basis which modern education system and teaching strategies are based on. Culture and social interaction became the framework upon which cognitive development and new experiences are built. In his theory, he saw the individual as an interactive person in terms of their environment (Laureate Education, 2010). Vygostsky’s theory was very influential in the study of cognitive development, which in this case was considered a socially mediated process (Berk, 2010). This theory applies to people of all age group. However in his attempt to make sociocultural aspect of development as the basis or framework cognitive development, he neglected biological side of development. In his work he recognized the importance of heredity and brain growth, however he did not emphasize their role in cognitive changes (Berk, 2010).

Deanna Kuhn introduces the metacognitive development. Her researches are based on Flavell’s metacognition theory. He believed that there was a higher level of cognition, which he referred to as metacognition. The definition of metacognition has been broadened to thoughts about thoughts and affective states, motives, intentions and the ability to consciously and deliberately monitor and regulate one’s knowledge, processes, cognitive and affective states, motives and intentions (Papaleontiou-Louca, 2008). Kuhn believes that metacognition is a high level construct, which can be conceptualized in a developmental framework. Additionally during development young children, they develop capabilities of metaknowing that many adult do not master. Therefore in early...

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