Cognitive development describes the way through which processes are constructed including problem-solving skills, remembering and making decisions from when one is young, adolescent through adulthood. The cognitive characteristics help a child to develop perpetual skills necessary in making decisions and solving problems and language learning which plays a large role in social skills (Brenner & Parks, 2001). When a child can talk, it is easy to make friends as they will interact with and understand others.
Culture plays an important role in the cognitive characteristics of a child. The setting the child develops in determines their cognitive capabilities. When the environment is open and providing chances for education, the child is expected to learn faster, since they have all the facilities supporting education. Early learning centres improve the cognitive capabilities of a child since they are exposed to social lives and expected to solve problems on their own (Locke, 2017).
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Developing reasoning and problem solving skills are related to Vygotsky’s social constructivist in that it explains the importance of social learning in development. When a child is interacting with others, they have to reason with them, and when problems are encountered, a solution is sought (Adam). The Zone of Proximal Development (ZPD) determines what a child can do without help and where they require assistance, for example, the difference between social relationships and learning (Bodrova & Leong, 2007).
When planning the strategies required in developing reasoning and solving a problem, the cultural considerations such as the background of a child should count (Bian, Leslie, & Cimpian, 2017). If a child was exposed to hardships when growing, they could find solutions to each issue they are facing unlike with the children which never faced hardships.
References
Adam, I. Vygotsky’s Social Constructivists Theory of Learning.
Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science, 355(6323), 389-391.
Bodrova, E., & Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education.
Brenner, D. F., & Parks, S. (2001). Cultural influences on critical thinking and problem-solving. Developing minds: A resource book for teaching thinking, 216-221.
Locke, J. L. (2017). Development of the capacity for spoken language. The handbook of child language, 277-302.
