Cognitive processes of change in the early school years
DOI:
https://doi.org/10.17533/udea.rp.326895Keywords:
Cognitive change, Micro development, Macro development, Microgenetic method, Method of choice and no choice, Cognition, Human development, Child developmentAbstract
This article aimed to present theoretical and methodological differences for two prospects who have conceptualized around the cognitive change in children in early school age. It was found that the representational perspective addresses the problem of cognitive shift from representational elements that facilitate development processes and knowledge acquisition in children. Meanwhile, theorists information processing first step in dealing with the problem of cognitive change characterize in detail the strategies used by children and the elements of the task that may affect progress or setbacks in cognitive development.
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