The dynamic systems theory in cognitive development examines how changes in actions occur over time and how that change can shape the cognitive development of children over time. This theory emphasizes that children are born with the internal motivation to explore the world.

Haverford College in Pennsylvania

- Piaget's Theory
- Information Processing Theories
- Core Knowledge Theories
- Sociocultural & Socioeconomic Theories
- Dynamic Systems Theories
- John Bowlby's Attachment Theory

Theories of Cognitive Development

Siegler, R., Saffran, J. R., Eisenberg, N., Deloache, J., &amp; Gershoff, E. (2017). How Children Develop (5th ed.). Worth Publishers, Inc.

How Children Develop Textbook

Traces the sequences of the different operations within the mind - similar to how a computer is broken down into memory units, an input processor, etc.

Information-Processing approach

Core knowledge theories focus on two important concepts. The first is that information that has been important over time as people have evolved. The second is that people think in ways that are more complex than what Piaget thought.

Core Knowledge Theories in Cognitive Development

Sociocultural theories emphasize that it is the interaction between the child and the people around them in shaping their cognitive development. These theories emphasize the importance of guided participation and considering the cultural context.

Sociocultural Theories in Cognitive Development

Dynamic Systems Theories in Social Development

The social standing/class of a person, factoring in education, income, and occupation. It’s widely believed that SES is a large factor in how successful a student will be with learning.

Socioeconomic Status (SES)

Piaget's theory of cognitive development posits that our ability to think and reason evolves through a series of distinct stages, each approximately associated with a specific age range. This theory is a key example of the discontinuity approach, suggesting that as children move from one stage to the next, there is a significant and qualitative shift in their cognitive processes. Piaget viewed thinking as a central element of development and believed children are naturally inquisitive learners whose reasoning differs from that of adults.

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