There are different stages of the life cycle. How is it to determine when each stage begins and ends, using biological, cognitive, and socio-emotional criteria?
Compare this discontinuity outlook with the continuity perspective. Which perspective do you favor and why?
Let's take a closer look.
1. There are different stages of the life cycle. How is it to determine when each stage begins and ends, using biological, cognitive, and socio-emotional criteria?
Each stage is characterized by one or more tasks that need to be accomplished to successfully move onto the next stage. As a case in points, lets' consider Piaget's cognitive theory. Piaget theorized that children systematically move through qualitatively different cognitive stages: sensorimotor, preoperational, concrete operations and formal operations. It is theorized tat each stage is marked with a task that is more qualitatively advanced as the child progresses through the stages. Not all people acquire formal operations. More specifically, Piaget theorized the following cognitive tasks of each stage as follows: sensorimotor (0-2) is where the child learns by doing: looking, touching, and sucking. The child also has a primitive understanding of cause-and-effect relationships. Object permanence appears around 9 months). In the preoperational (2-7) stage, the child uses language and symbols, including letters and numbers. Egocentrism is also evident. Conservation marks the end of the preoperational stage and the beginning of concrete operations. On the other hand, concrete operations (7-11) is where the child demonstrates conservation, reversibility, serial ordering, and a mature understanding of ...
Piaget's stages of cognitive development is clearly explored in this case. References are also provided to further validate the findings.