Cognitive Development may appear to be a unified discipline or organic cooperation among several disciplines; however, the research shows chasms between fields devoted to the study of human development. The four reviewed articles show differing approaches to developmental studies, with varying degrees of effectiveness. The level of effectiveness appears to hinge on the scholar's willingness to use a generous number of approaches to the analysis of human development. Harris, J.L., Brownell,

Cognitive, Social, And Emotional Developmental Theories Understanding the concept of child development is critical when the need to appreciate human interaction is required. This is because childhood memories and environments tend to affect their cognitive, social, and emotional development. In fact, children from different backgrounds tend to depict different adulthood behaviors unlike those with shared experiences. For instance, children born and raised in violent homes may become violent in their adulthood

____Age Characteristic Infant 0-2 years Affiliation Early Childhood (2-7 years) Play Middle Childhood (7-12 years) Learning Adolescence (12-19 years) Peer Adulthood Work Source: Thomas (2008) III. DIFFERENCES BETWEEN PIAGET and VYGOTSKY According to Dr. Michael Thomas in the work entitled: "Cognitive Language and Development" while Piaget was reliant upon the clinical method of using questions that probed and uncovered the understanding of children, Vygotsky was concerned "with historical and social aspects of human behavior that make human nature unique."

Scientific inquiry is encouraged, too. "Children are actively involved in formulating hypotheses, designing experiments, collecting and organizing data and drawing their own conclusions." Even though children at the pre-operational stage are egocentric and view the world as if it were solely their own, they still probe for answers and explanations about what they smell, hear, taste, touch, and see. Scientific activities also allow the children to witness cause and effect

Their research again points to superior cognitive skills in children -- this time in the mathematical realm. However, their research only targeted a small sample of children from the same cultural background. I would like to extend to a cross-cultural sample from actual different countries. If my research supports that of Levine and Huttenlocher, as I predict it to be ramifications include the fact that differences in mathematical ability

This will present a break from the norm set by most researchers who concentrate on studying the relationship between a child's ability and development, and the actions and environment surrounding the child. For instance, the study conducted by Berger and Adolph just considers how changing the size of the bridge makes a child to adopt a different strategy (using the handrail) in crossing the bridge but does not asses