Intellectual Development ofYoung Children
In two separate issues of “Time” magazine, the intellectual development of infants and preschoolers was analyzed with contrasting viewpoints regarding the development of their brains and the views regarding how best to encourage the cognitive abilities of these young children. In the earlier issue, dated February 3, 1997, the special report consisting of two articles titled “Fertile Minds” and “The Day-Care Dilemma” the theories of Jean Piaget’s cognitive-development are supported. In the latter issue, dated October 19, 1998, the special report titled “How to Make a Better Student” focused on refuting the theories supported in the earlier issue of this magazine. Understanding the influence of Piaget’s and other’s views on intellectual development of young children on the contrasting views of this topic and how it reflects contemporary opinions on how young children should be raised is the focus of this paper. Hopefully, these contrasting articles will provide a more holistic understanding of Piagetian theory and its application to real-life situations.I. Children's Intellectual Development: Preoperations By the age of 3 and 4 years old, children have at
That is to say they cannot logically add categories and recognize that cats, dogs, and cows are all animals. Only when they attain concrete operations at about the age of 6 or 7 years will they begin to define terms by nesting them in higher order classes, where an apple is a fruit, and a bike has wheels--you go places with it. At this stage, children are beginning to understand same and different as these terms refer to properties. A unit, for example the number 3, is at once like every other number in that it is a number but also different in that it is the only number that comes after 2 and before 4. At the same time, we need to remember that young children may not understand concepts the same way we do. This individual variability has sometimes been obscured by the tendency to think of young children in temperamental, rather than intellectual terms. Girls are taller than boys of the same age, and some boys and girls mature earlier than others. The child's conception of the world. In short, the one-many or quantitative dimension of classes escapes young children.
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