Cognitive Development Stages of a Child

The family and teachers in their interactions with young children do impact on their intellectual and social competence. The cognitive, intellectual and social development of children enables them achieve their goals in an effective way. This is possible within the larger context of family routines, expectations and values. The qualities that enhance development in children vary with the families. Interaction patterns and this differ across families. These family variations can alter the developmental trajectories of children, mainly their early childhood. This plan presents an overview of child’s cognitive development that families have to understand in order to contribute to positive development of children.

The stages of a child development starts from birth to about the age of thirteen. Vygotsky names this period as the critical periods in a child development that is characterized by developmental transformation with the capacity and will towards self-determination (Obukhova, 2012). The first stage of child development starts at birth. This is a time when the child is out of the mother’s womb and the outside world develops the conditions that contribute to the working of the front brain. The development of the front brain facilitates the childs’ ability to interact with others socially. The second critical stage happens when the child is at twelve months.

This is at the stage when the child has not yet discovered himself as a unique person from others around him. At this stage, the interaction with parents and other siblings is essential, because, through them, the child will for the first time manifest her personal personality and will. The third stage lasts between the 1st to the 3^rd year. This is the period when the child his personal self consciousness gradually to see himself as a distinct person. The child adopts differentiated behavior and psychologically separates himself from his mother. This is a time to guide the child in behavioral development and to give them space to willfully control their behaviors. The fourth stage is from the third to the seventh year of a child’s life.

This is a period when the child is supported to interact with others outside the home or family setting. The child at this stage can be lefty to do certain activities independently without supervision. This leads to the child being able to sharpen their intellect. This association with other people in preschool, for example, will assist the child be in control of his personal relations with other people beyond the home. This is through their ability to differentiate their external and internal life so that they can act strategically.

The last critical stage in child development according to Vygotsky is the age of 13. This is the time when the child has developed adequate knowledge of his or her social position (Obukhova, 2012). The child at this stage takes a critical stance towards his or her birth right. These stages indicate the way a child continuously differentiates themselves within the social position in order to gain moral responsibility. When various psychological functions have differentiated, the young children are able to be in control of their participation in the society and their personal behaviors.

The role of families and caregivers in the whole process is to enhance children’s attitudes, practices and knowledge. They have the responsibility of providing children with an opportunity and access to the right services and in developing economic and social opportunities that promote child care in their early childhood age.

Reference

Obukhova, L (2012)Vygotskyand Developmental Psychology in His and Our Time.Cultural-Historical Psychology. P51-58

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