Cognitive development begins at the infant age, where knowledge is acquired through sensory experiences and object manipulation. Aptitude covers all aspects of cognitive development, including personality, interests, literacy, and skill aspects used in schools to help students define the most suitable career paths. By helping students identify their strengths and interests early, their scholarly ability is nurtured by opening open-ended learning opportunities (Sugawara et al., 2020). Supporting infant cognitive development starts with dialect development forged through sounds, gestures, reading, and story sharing. Students who master vocabulary skills at a young age have a smooth experience in learning word structuring, fluent reading, and comprehension.
Education is intended to provide stability in life by opening doors to better career opportunities. However, non-purposeful learning leads to unapplied knowledge and skills. When personal interests and strengths are considered in career choice significantly mitigates the risk of unapplied knowledge. Children’s cognitive development should pivot to aptitude learning to ensure the skills and knowledge gained are put to efficient use.
Jean Piaget and Lev Vygotsky’s views of cognitive development differ in the psychological tools that children use in learning. Piaget’s theory focuses on children’s development, whereas Vygotsky’s theory focuses on social learning. According to Vygotsky’s theory, interactions in social, and cultural environments are fundamental learning tools for children (Melissa, 2021). Children invent their knowledge through the continuous manipulation of ideas and objects in the four stages of development.
The childhood and teen development stages are sensorimotor, Preoperational, concrete operational, and formal operational. Piaget believed that children develop critical thinking in stages as they grow up and interact with the surrounding environment. Vygotsky identifies external, egocentric, and inner speech as the stages of speech development. Learning plays a crucial role in the development and is supported by both the social context and interaction with the environment.
Melissa, T. (2021). differences between Piaget and Vygotsky’s cognitive development theories. Online Video. Web.
Sugawara, R., Okuhara, S., & Sato, Y. (2020). Study about the aptitude-treatment interaction between learning using the e-learning system and learning type of learner. International Journal of Information and Education Technology, 10(7), 488-493. Web.