This essay focuses on Parenting different  of .We’ve all seen what we considered “good ” and “bad parenting”. But, what parenting techniques has research shown to be effective? You textbook discusses four styles.

 Parenting different stages of cognition

We’ve all seen what we considered “good ” and “bad “. But, what  techniques has research shown to be effective? You textbook discusses four styles. Watch the following videos on  and give me your  and opinions. Four Basic Styles (Links to an external site.)Links to an external site. img-221105035-0001 (1).pdf   Use this Method to Get Your Child to Listen and Behave (Links to an external site.)Links to an external site.   What To Do When Your Kids Won’t Listen (Links to an external site.)Links to an external site.

    * Dr. Ann Corwin states that children are ready for consequences when they start asking why.

We have learn from Piaget that children have different stages of cognition and this is a simple trick that will help us to understand when our children start to grasp consequences.  To earn the entire 50 points possible for this assignment, at least four thoughts and/or opinions must be state. Must have a minimum of 250 words. Previous

Cognition refers to thinking and memory processes, and cognitive development refers to long-term changes in these processes.

One of the most widely known perspectives about cognitive development is the cognitive stage theory of a Swiss psychologist named Jean Piaget. Piaget created and studied an account of how children and youth gradually become able to think logically and scientifically. Because his theory is especially popular among educators, we focus on it in this chapter.

Piaget was a psychological constructivist: in his view, learning proceeded by the interplay of assimilation (adjusting new experiences to fit prior concepts) and accommodation (adjusting concepts to fit new experiences). The to-and-fro of these two processes leads not only to short-term learning, but also to long-term developmental change. The long-term developments are really the main focus of Piaget’s cognitive theory.

After observing children closely, Piaget proposed that cognition developed through distinct stages from birth through the end of adolescence.

By stages he meant a sequence of thinking patterns with four key features:

1. They always happen in the same order.
2. No stage is ever skipped.
3. Each stage is a significant transformation of the stage before it.
4. Each later stage incorporated the earlier stages into itself.

Basically this is the “staircase” model of development mentioned at the beginning of this chapter. Piaget proposed four major stages of cognitive development, and called them (1) sensorimotor intelligence, (2) preoperational thinking, (3) concrete operational thinking, and (4) formal operational thinking. Each stage is correlated with an age period of childhood, but only approximately.

The sensorimotor stage: birth to age 2

In Piaget’s theory, the sensorimotor stage is first, and is define as the period when infants “think” by means of their senses and motor actions. As every new parent will attest, infants continually touch, manipulate, look, listen to, and even bite and chew objects. According to Piaget, these actions allow them to learn about the world and are crucial to their early cognitive development.

The infant’s actions allow the child to represent (or construct simple concepts of) objects and events. A toy animal may be just a confusing array of sensations at first, but by looking, feeling, and manipulating it repeatedly, the child gradually organizes her sensations and actions into a stable concept, toy animal. The representation acquires a permanence lacking in the individual experiences of the object, which are constantly changing. Because the representation is stable, the child “knows,” or at least believes, that toy animal exists even if the actual toy animal is temporarily out of sight. Piaget called this sense of stability object permanence, a belief that objects exist whether or not they are actually present. It is a major achievement of sensorimotor development, and marks a qualitative transformation in how older infants (24 months) think about experience compared to younger infants (6 months).