Early Childhood theories

1. Piaget’s Theory of cognitive 2. Bandura's Social Learning Theory

development Observing specific behaviours and then imitating them after a few mental
processes that we will discuss below is the cornerstone to the social
learning hypothesis. Bandura, on the other hand, argues that observation
There are four phases of mental alone does not ensure that a behaviour will be acquired. More than
growth according to Jean watching, he added four other mediational mechanisms to his repertoire.
Piaget's cognitive development
hypothesis. It was considered by "A theory that denies that thoughts can regulate actions does not lend
Piaget that children have an itself readily to the explanation of complex human behavior." (Xie, 2020).
active role in the learning
process, functioning like tiny
scientists as they undertake
experiments and observe the
environment. A child's
interactions with his or her
environment led to the
acquisition of new knowledge,
the development of current
knowledge, and the modification
of previously held beliefs to fit
new information (Jay, 2014).

“Every acquisition of
accommodation becomes
material for assimilation always
resists new
(Jay, accommodations”
2014).

3. Vygotsky's sociocultural theory

I consider Piaget’s cognitive development theory as my favorite among all. There are several reasons for choosing this theory. Education theories, in my opinion, are
building pieces in a great design for a better understanding of how humans learn and how we as instructors may help them learn. The huge cement slab foundation of this
construction has to be Piaget. The effect of Piaget's theories on developmental psychology has been enormous, as McLeod (2018) points out. Many others were inspired
by him and embraced his ideas. For example, researchers pointed out that because Piaget's theories have been beneficial in understanding and engaging with children,
particularly in the field of education, they've spurred a significant deal of research that has enhanced our understanding of cognitive development. According to Kazi &
Galanaki (2019) and in accordance with Piaget, assimilation and adaptation necessitate an active learner, not a passive one, because problem-solving abilities cannot be
taught, but must be discovered. encourage students to do the following in class to put this idea into practice.

 Focus on the learning process rather than the final output.

The use of to
 According active procedures
Vygotsky's requiringtheory,
sociocultural the rediscovery and reconstruction
children learn of "truths."
their cultural values, beliefs, and problem-solving abilities via collaborative interactions with educated
Individualofand
 members group activities (so children can learn from each other).
society. Vygotsky's theory of development includes culture-specific tools, private speech, and the Zone of Proximal Development. It was also claimed
It is the
 that important to create
development settings that offer
of higher-order usefulwas
functions challenges to the
influenced youngster
by parents, and causepeers,
caregivers, them and
to feel uncomfortable.
culture in general (Demirbaga, 2018).
 Evaluate the child's developmental level so that appropriate tasks may be assigned.

Hence, Piaget's theory, as Lourenço (2016) properly and convincingly explains, is both functional and structural in nature. Since it appeals to functional invariants like
assimilation, accommodation, and self-regulation that are engaged in every process of knowing at any age, it is functional in nature. The reason for this is because as
person’s age, their psychological functioning changes, resulting in new structures and new ways of knowing.

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 References

1. Demirbaga, K. K. (2018). A comparative analysis: Vygotsky’s sociocultural theory and Montessori’s theory. Annual review of education,
communication & language sciences, 15(1), 113-126.

2. Jay, C. J. (2014). Impact of Mathematics Computer-Assisted Instruction on English Language Learner Achievement. University of Arkansas.

3. Kazi, S., & Galanaki, E. (2019). Piagetian theory of cognitive development. The encyclopedia of child and adolescent development, 1-11.

4. Lourenço, O. M. (2016). Developmental stages, Piagetian stages in particular: A critical review. New Ideas in Psychology, 40, 123-137.

5. Nolan, A., & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching
Solutions.

6. Xie, Z. (2020). SnackBox: Research and Design of an Interactive Intervention for People at the Early Stages of TTM to Regulate Healthy
Snacking at Home (Master's thesis, University of Twente).

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