Child Development Theories for LET (Piaget, Vygotsky, Bruner)

Stage 1: Sensorimotor (Birth to 2 years)

Infants learn through sensory experiences and physical actions (touching, looking, sucking, grasping).

• Object permanence: The understanding that objects continue to exist even when they cannot be seen. Develops around 8-12 months.
• Stranger anxiety: Begins around 8 months as infants can now distinguish familiar from unfamiliar faces.
• No symbolic thinking yet — infants cannot represent objects mentally.

Stage 2: Preoperational (2 to 7 years)

Children begin to use symbols (words, images) to represent objects but cannot yet perform mental operations logically.

• Egocentrism: Inability to see things from another person's perspective. Piaget demonstrated this with the "Three Mountains Task."
• Centration: Focusing on only one aspect of a situation while ignoring others.
• Lack of conservation: Cannot understand that quantity remains the same despite changes in shape or appearance (e.g., pouring water into a taller, thinner glass).
• Animism: Attributing life to inanimate objects ("The sun is angry").
• Symbolic play: Pretend play develops (a stick becomes a sword).

Stage 3: Concrete Operational (7 to 11 years)

Children can now think logically about concrete objects and events but struggle with abstract or hypothetical concepts.

• Conservation: Understanding that quantity is conserved despite changes in appearance.
• Reversibility: Understanding that actions can be reversed (if 3 + 4 = 7, then 7 - 4 = 3).
• Classification: Ability to group objects based on common characteristics.
• Seriation: Ability to arrange objects in order (smallest to largest).
• Decentration: Can consider multiple aspects of a situation simultaneously.

Stage 4: Formal Operational (11 years and above)

Adolescents can think abstractly, reason hypothetically, and engage in systematic problem-solving.

• Abstract thinking: Can think about concepts like justice, love, freedom.
• Hypothetical-deductive reasoning: Can formulate hypotheses and test them systematically.
• Propositional thought: Can evaluate logical propositions without concrete examples.
• Adolescent egocentrism: "Imaginary audience" (belief that everyone is watching) and "personal fable" (belief that one's experiences are unique).

Zone of Proximal Development (ZPD)

The gap between what a learner can do independently and what they can do with guidance from a more knowledgeable other (MKO). This is the "sweet spot" for instruction — tasks should be challenging enough to require help but not so difficult that they are impossible.

Scaffolding

Temporary support provided by a teacher or more capable peer to help a learner perform a task within their ZPD. As the learner becomes more competent, the support is gradually removed (fading). Note: The term "scaffolding" was actually coined by Jerome Bruner, but it is closely associated with Vygotsky's ZPD.

More Knowledgeable Other (MKO)

A person who has more knowledge or skill than the learner in a particular area. The MKO can be a teacher, parent, older student, or even a peer. The MKO guides the learner through the ZPD.

Language and Thought

Vygotsky believed that language is the primary tool for cognitive development. Private speech (talking to oneself) is not egocentric (as Piaget believed) but is a tool for self-regulation and problem-solving. Private speech eventually becomes inner speech (silent thought).

Social Learning Precedes Development

Unlike Piaget who believed development precedes learning, Vygotsky argued that social learning comes first and drives cognitive development. Children learn through cultural tools (language, counting systems, writing) passed down through social interaction.

Stage 1: Trust vs. Mistrust (0-1 year) — Infants learn to trust caregivers. Virtue: Hope. Failure leads to fear and suspicion.

Stage 2: Autonomy vs. Shame and Doubt (1-3 years) — Toddlers develop a sense of independence. Virtue: Will. Over-control leads to shame and doubt.

Stage 3: Initiative vs. Guilt (3-6 years) — Children begin to assert control over their environment through play. Virtue: Purpose. Excessive criticism leads to guilt.

Stage 4: Industry vs. Inferiority (6-12 years) — School-age children develop competence through academic and social achievements. Virtue: Competence. Failure leads to feelings of inferiority.

Stage 5: Identity vs. Role Confusion (12-18 years) — Adolescents explore their identity and sense of self. Virtue: Fidelity. Failure leads to confusion about one's role in society.

Stage 6: Intimacy vs. Isolation (18-40 years) — Young adults form intimate relationships. Virtue: Love. Failure leads to loneliness and isolation.

Stage 7: Generativity vs. Stagnation (40-65 years) — Adults contribute to society and guide the next generation. Virtue: Care. Failure leads to feeling unproductive.

Stage 8: Integrity vs. Despair (65+ years) — Older adults reflect on their lives. Virtue: Wisdom. Failure leads to regret and despair.

1. Enactive (Action-based, 0-1 year)

Knowledge is represented through physical actions. Learning by doing. Example: A child learns about objects by touching and manipulating them.

2. Iconic (Image-based, 1-6 years)

Knowledge is represented through mental images, pictures, and diagrams. Example: A child can picture a dog in their mind without seeing one.

3. Symbolic (Language-based, 7+ years)

Knowledge is represented through words, numbers, and symbols. Example: A student can understand the concept of democracy through reading and discussion, without direct experience.