The Right Action - 1617 Words

Abraham Aguilar Ann Ferrell English 122 The Right Action Every year thousands of undocumented students don’t attend college because the tuition is too expensive. Many of these students have lived their whole lives in the U.S, but we still consider them illegal immigrants who have the right to go to college but decide not to because they can’t afford to. Most of these students have the intelligence to go to college, they have regular classes, and some are even in high-level classes. They have the potential to make this country better. That’s why the United States should pass the, Deferred Action for Childhood Arrivals (DACA). Although critics argue that DACA would reward those who broke the law by entering the U.S illegally, we need DACA because it’s only fair to those students who themselves did nothing wrong. If these students qualify for instate tuition, DACA will help reduce high school dropout rates and enable more students to attend college, become successful, and contribute to the US. economy. In June 15 of 2012, president Obama created a new policy called the Deferred action that benefits young undocumented students who came to the U.S illegally. This action under a directive from the secretary of DHS, these students will be granted a temporary permission to stay in the U.S. called â€Å"deferred action,† This is a big relieve for the undocumented students who have been in fear of deportation for a very long time. Also DACAShow MoreRelatedAnimal Rights And The Right Action1305 Words   |  6 Pages Based on the theory of utilitarianism- the theory that states the right action is the one that brings about the most happiness- animals should have the right to not be harmed or killed, just as human beings do. Their pain and suffering should be taken into account and weighed regardless of rationality or intelligence, as it is still suffering and pain. Tom Regan, an American Philosopher known for his work in Animal Rights points out that subjects of life, including a nimals â€Å"want and prefer thingsRead MoreUtilitarianism : The Morally Right Action1194 Words   |  5 PagesTulasha Thapa Final Paper Utilitarianism Utilitarianism states, â€Å"The morally right action is determined by the consequences of the action, not the motives of the agent†. Utilitarianisms consider happiness to be the foundation of morality. The famous version, â€Å"act utilitarianism,† says the morally right action is the one that brings about the greatest consequence of the greatest number of people. Mill thought it was obvious that everyone ultimately wants to be happy, so he made this the foundationRead MoreAffirmative Action On Equal Rights1655 Words   |  7 PagesAffirmative Action in Employment The Universal Human Rights declaration states that all human beings have a natural right to equal freedoms thereby providing the basis for proactive measures to guarantee the enjoyment of equal rights in employment. Discourse on the controversial employment edicts of affirmative action and exceptions to the at-will employment doctrine signify the ambiguity in the implementation of the declaration on equal freedoms. White-male employees feel that the preferentialRead MoreThe Unjustified Actions Of Human Rights920 Words   |  4 Pages Australian studies essay Human rights are fundamental rights are for every individual as a human being, they are inherent and protected as international laws. 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The reason it is wrong is because its discrimination. It has no place in todays society in todays society because it does more bad than good. In addition to that most people dont enjoy the presence of affirmative action. Also, it appears that affirmative action can actually be detrimental to employees health. First of all, affirmative action is discrimination; thereRead MoreAffirmative Action : A Right And A Theory2415 Words   |  10 PagesAffirmative action has faced much scrutiny in its 53 year history. There has been plenty of praise, and even disapproval from some for this term created by President John F. Kennedy when he enacted Executive Order 10925. He created it in order to address discrimination that had remained prevalent despite the recent civil rights movements, and the promises, made in the constitution. It was not fully in order until President Lyndon B. Johnson brought it into maturity by signing the Civil Rights Act andRead MoreWhat Makes An Action Right? 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To try and explain why the methods and laws needed to be adjusted to be equal for everyone. It is essential to realize that 20 Africans came to America in

Analysis of Film Lawn Dogs Essay - 636 Words

Analysis of Film Lawn Dogs The first thing we notice in the beginning of the film is that it is dawn, and it is set in the suburbs. We are introduced to a small, middle class village, where there are large houses with huge lawns being watered with sprinklers. The lawns are neatly cut, to add emphasis to the middle class neighbourhood and that the people living there are quite wealthy, there is even a sense that the neighbours are in competition with each other and are constantly trying to out-do eachother. After a few minutes of the introduction to the neighbourhood and the main characters, the audience is shown a gate and a long country road leading out of the village. This eventually leads to†¦show more content†¦Trent is wearing a cap with jeans and a sleeveless shirt, which is covered in sweat, even without knowing his occupation we can see that he is in a lower class to the people in the village. He has a southern American accent, which is generally associated with working class people. The camera work and editing effectively give us a view of how the filmmakers want us to see the characters and the neighbourhood. The first set we see is a crane on the small neighbourhood to introduce us to the houses, after this we are introduced to the main characters and their families. There is a low angle shot of Devon, with her family beside her, to emphasise her middle class background, when she is in her Young Rangers uniform she is viewed form the feet upwards. Whereas when we first see Trent he is viewed with a medium close shot. These shots of the main characters give us a better insight to where they live and their social status. Devon seems like a mischievous girl, when she is making the cookies a fly lands on one of them and instead of brushing it away, she squashes it into the cookie to make it look like it is another chocolate chip! Also when her parents leave her to sell her cookies, they tell her to be careful and more specifically tell her not to ruin her socks, so she immediately disobeys them by going outsideShow MoreRelatedEssay about Scene Analysis of David Lynchs Film, Blue Velvet637 Words   |  3 PagesBlue Velvet: Scene Analysis The opening scene in David Lynch’s Blue Velvet portrays the theme of the entire film. During this sequence he uses a pattern of showing the audience pleasant images, and then disturbing images to contrast the two. The first shot of the roses over the picket fence and the title track â€Å"Blue Velvet† establishes the setting (Lumberton) as a typical suburban town. The camera starts on a bright blue sky with birds chirping and flying by and then tilts down to brightRead MoreMy View Of The Digital World1511 Words   |  7 Pagesagents that will dim lights, open and close the windows, water your plants and feed pets. Biometric sensors will recognize you as you enter your home. 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Emotional Behavioral and Cognitive Responses

Question: Discuss about theEmotional Behavioral and Cognitive Responses. Answer: Introduction Breast cancer diagnosis in women leads to various emotions issues like distress, fear, anxiety and depression. It also disturbs women as it may lead to changes in appearance and leads to drastic effects in the individuals who are planning to have a baby. It leads to a stressful condition among all the family members and affects the relationship among them. Some women are stressed because of the financial issues since the treatment for breast cancer is quite expensive. Some of them may also feel lonely and isolated and do not share their feelings with their partner or other family members(Wang, et al., 2014).They should stay positive and strong and seek support with their family members, friends, relatives, counselors or colleagues. This assignment includes the emotional, behavioral and cognitive responses and the risk and preventive measures which should be followed in relation to breast cancer. Emotional issues observed in women diagnosed with breast cancer are a feeling of shock, distress, depression, fear, anger, tensed about the future, body image changes and sexuality. It also disturbs the relationship with their partner and family members. They feel low and question themselves why it happened to them. According to the case study, since the patient is away from her husband from last one year, various strategies can be followed by her to manage with psychological stress like meeting and sharing her feelings with husband, family members, relatives or counselor to seek support and advice. Some women stop taking care of their physical and emotional requirement and make distance with their spouse(Janz, et al., 2014). Women should take care and love themselves after the diagnosis of the disease, which will help them to fight against it .This will keep them motivated and strong during the treatment. They should discuss their problems with a counselor, nurse or doctor, as they will understand better about the emotional changes in them after the diagnosis of the disease (Markovitz, Schrooten, Arntz, Peters, 2015). There are various behavioral responses observed in women during the diagnosis of breast cancer like fatigue, sleep disturbance and depression. Fatigue refers to the lack of energy and extreme tiredness. It leads to a negative impact on the life quality of individuals suffering from breast cancer. Fatigue continues for many years after the cancer treatment. It makes the patient lethargic, decreases the strength, may face issues in concentration and lack of vigor. It disrupts the normal body functions. (Dupont, Bower, Stanton, Ganz, 2014). A major problem in women diagnosed with breast cancer is the lack of sleep. Disturbances in sleep are linked with depressive and anxiety symptoms. Sleepiness may occur during the day or night. In a large no of cancer patients, sleep disturbances are reported as chronic. There are some sleep disorders like restless legs syndrome and sleep-disordered breathing which is common in a large no of breast cancer patients. The patient gets up early in the morning and finds it difficult to get back to sleep. They might awake many times during the night. Insomnia can lead to psychological issues, concentration and memory problems, disturbances in the mood which can ultimately lead to a shorter life span of the patient (Short, James, Stacey, Plotnikoff, 2013) .There are various techniques used to cure sleep disorders like relaxation therapy which involves relaxation of muscles , cognitive therapy that helps in identifying the attitudes and beliefs about insomnia and sleep in patients and sleep hygiene therapy which involves avoiding caffeine and alcohol intake in women. Anxiety and depression are the most common feelings after the diagnosis of breast cancer. Various signs of anxiety include continuously feeling angry and sad, inability to make decisions, loss of appetite and lack of sleep. Some women also lose interest in things they used to enjoy before. They do not discuss their issues with others because they think they are a burden to their family members. Depression involves a feeling of hopelessness, sadness, fatigue and insomnia. Some patients avoid socializing and keep themselves isolated from others. It is prevalent in patients even after the patient has undergone the treatment of breast cancer(Marroqun, 2016). Patients suffering from depressive symptoms should follow certain remedies to manage the emotional issues like proper relaxation and sleep, seeking support and advice with women who were diagnosed with blood cancer, counseling with a healthcare professional and sharing her feelings that will help them and make them feel positive. Some women suffer from severe depression so they can take the help of antidepressants, which is very helpful, and make them feel good about themselves. Antidepressants can be used for a longer period or a shorter depending on the situation of women diagnosed with breast cancer.(Morse et al., 2014). Cognitive behavioral therapy can be taken which helps in changing the behavior and thinking of the patients. The main aim of this therapy is it focuses majorly on the issues and the problems rather than the causes of the symptoms faced by the cancer patient. Many women who are diagnosed with breast cancer face problems in concentration, memory, thinking, multitasking, learning and organization of new ideas. These cognitive problems arise because of the stress they face during the diagnosis of the disease. The main reason of cognitive issues is that the information that brain tries to encode does not get encoded and stored in a proper manner (Stagl, et al., 2015). According to researchers there are other reasons which may lead to thinking and memory problems such as changes in hormones, ageing, lack of fatigue and sleep, fear, anxiety , depression , menopause, medicines which are being taken to cure side-effects, lowering of blood cell count and altered expectations, responsibilities and expectations(Berman, et al., 2014). It leads to a lot of inconvenience and issues in daily household chores. They get frightened or startled easily and suffer from hallucinations. They may also face nightmares about the cancer treatment and become self -destructive in nature by increasing the intake of alcohol and drugs. Patients diagnosed with breast cancer should take the help of a doctor and seek his support and advice. Various psychostimulants are also given to patients to improve concentration and memory. A Magnetic Resonance Imaging test is done to study the abnormality in brain function in patients. Risk and preventive measures to avoid breast cancer are supportive spouse and breast feeding children for at least two years. The reason for this is it lowers down the menstrual cycles in women for the lifetime. Obesity after reaching menopause produces more estrogen in the body and increase the risk of breast cancer. Increased weight also leads to high insulin levels in the blood of the individual, which may also lead to increased chances of breast cancer. Pregnancy at an early age also reduces the overall breast cancer risk. It has been observed that women who have their first child after 30 years of age have a higher risk of breast cancer(Howell, et al., 2014). It can be concluded that a healthy and balanced diet, exercising daily and a low intake of alcohol and saturated fat should be followed by all the women to avoid the risk of breast cancer. Excessive consumption of alcohol increases the risk of breast cancer. There are various treatments to get rid of breast cancer like mastectomy, which is a surgical procedure to remove breasts in women. However, this procedure can have negative implications on the body and sexual relationships with their partner. There are various medications prescribed by health care professionals to reduce the chances of cancer risk. The patient diagnosed with breast cancer should seek proper support and guidance from her partner and family members to get rid of anxiety, fear, and depression. References: Berman, Askren, Jung, Therrien, Peltier, Noll, Cimprich, . (2014). Pretreatment worry and neurocognitive responses in women with breast cancer. Health psychology,, 222. Dupont, A. B. (2014). Cancer-related intrusive thoughts predict behavioral symptoms following breast cancer treatment. Health Psychology, 155. Dupont, Bower, Stanton, Ganz, . (2014). Cancer-related intrusive thoughts predict behavioral symptoms following breast cancer treatment. . Health Psychology, 155. Howell, Anderson, Clarke, Duffy, Evans, Garcia-Closas, Harvie, . (2014). Risk determination and prevention of breast cancer. Breast Cancer Research, 446. Janz, Friese, Li, Graff, Hamilton, Hawley. (2014). Emotional well-being years post-treatment for breast cancer: prospective, multi-ethnic, and population-based analysis. Journal of Cancer Survivorship, 131-142. Markovitz, Schrooten, Arntz, Peters, . (2015). Resilience as a predictor for emotional response to the diagnosis and surgery in breast cancer patients. Psycho?Oncology, 24(12), 1639-1645. Marroqun, B. C.-C. (2016). Implicit loneliness, emotion regulation, and depressive symptoms in breast cancer survivors. Journal of behavioral medicine, 39(5), 832-844. Short, James, Stacey, Plotnikoff, . (2013). A qualitative synthesis of trials promoting physical activity behaviour change among post-treatment breast cancer survivors. Journal of Cancer Survivorship, 7(4), 570-581. Stagl, Bouchard, Lechner'Blomberg, Gudenkauf, Jutagir, Antoni, . (2015). Long?term psychological benefits of cognitive?behavioral stress management for women with breast cancer: 11?year follow?up of a randomized controlled trial. . Cancer, 121(11), 1873-1881. Wang, Yi, He, Chen, Li, Yang, Zhu, . (2014). Cognitive emotion regulation strategies as predictors of depressive symptoms in women newly diagnosed with breast cancer. Psycho?Oncology, 23(1), 93-99.

Jean Piaget

Jean Piaget was born on August 9, 1896 in Neuchatel Switzerland, son of Arthur a professor of medieval literature Piaget and Rebecca Jackson an intelligent and energetic person.Advertising We will write a custom essay sample on Jean Piaget specifically for you for only $16.05 $11/page Learn More He married and had three children. The birth of his children prompted his interest on what happens in children’s early lives and their later development. His children were his subject for his experiments and which he came up with the cognitive development theory. His works and studies made him famous. He mainly dealt with intellectual growth of children. Piaget believed that a child’s thinking, like that of an adult, was adaptive to the dynamic characteristics, facilitated by operative intelligence, and static characteristics, facilitated by figurative intelligence, of life’s reality. As he advanced in his study, Piaget realized that assimila tion and accommodation dominated interchangeably but that one process could not exist without the other. Piaget came up with a theory that described the developmental stages in children. The theory was very significant in different fields like sociology, psychology and education providing an essential part in the foundation for constructivist learning as lasting contribution to psychology. Piaget legacy has greatly influenced many other people like him in understanding the way children develop and his work is regarded with awe by psychologists all over the world. Although his theory has received a lot of criticism, his view of the mechanism with which the children’s minds work has gone a long way in helping people to understand the thought process of children development and why they cannot perform tasks for which they are not mature enough psychologically to undertake.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More He continues to inspire more people working in the fields of psychology, sociology, education, law and economics through his existing works up to this date. Today his works are being used in the field of artificial knowledge to expand on the present knowledge in this field. For instance there are robots which are being created that will be used to evidently show the cognitive abilities of children’s development in a similar pattern step by step as described by Piaget. ( Woodhead, 1998 53) Learning is a process that involves a change of behavior because of the experiences faced by a person in their lifetime. The way people learn is different from person to person. There are those who learn through their own experiences or from other people’s experiences but the most complex question is how an individual cautiously is aware of what is going on around him/her particularly at very young age. Children undergo informal learning which is accounted for by what they see people around them do. As a child’s grows up then it is able to be introduced to formal learning. The process of formal learning includes going to school hence its good to note that learning process is present both at school and family context.. ( Cohen 2002 29) How an individual learns is a process that is dictated by the kind of environment one is in. One way of learning is through thought and language. These two processes are helpful in terms of developing communicative literacy. The ability to comprehensively understand both speech and symbolic language as a way of communicating ideas and to interpret their meaning is perceived as learning. Several theories have been formulated to explain the relationship between language, thinking and learning. That is why Piaget among other scholars embarked on a research that would explain and help us understand how children developed using language and cognition. Piaget discussed the following stages: Sensorimotor st age/period (ages from birth-2yrs). Piaget described this stage mainly by observing one of his daughters, Jacqueline, while playing with her plastic duck and it fell behind a fold out of Jacqueline’s sight. Piaget realized that although his daughter could see where the duck had fallen, she had no interest in reaching for it unlike when it was in her sight, she seemed to forget its existence when it was not in sight.Advertising We will write a custom essay sample on Jean Piaget specifically for you for only $16.05 $11/page Learn More Piaget describes this stage as the period when infants interact with their surrounding environment using reflexes. A period where they learn to control and coordinate their bodies. He explains that the mental development of children resulted from several social dynamic factors and it happens step by step. These children should be taught through senses like frowning or laughing as this kind of teaching works more on the child’s sensory system. Preoperational stage (from 2-7 yrs).At this age, the child is or about to talk, the child uses symbols to represent objects since he has mental representations. Drawings, written words or spoken words are used in this stage to represent physical objects. The use of language and manipulation of symbols enables the child to be able to think in absence of the physical objects. At this age, children view things that are happening around them in their own point of view and probably cannot reason with others. An example, if a child does not want to see someone what they would mostly cover their eyes with their hands thinking that the other person will not see them as well. convincing this child otherwise would make it even more confusing because the child sees the world very differently from adults. Piaget made it clear that children inability to grasp the concept of conservation is because of their capacity to focus on one phase of a problem at a time. In this case according to these children they cannot logically understand why a short wide glass and along thin glass can hold the same amount of water this is the current physical condition of the objects. Concrete operational stage (7-12 yrs of age). This period, a child can now use and manipulate the symbols logically within the framework of actual circumstances. They are now capable of arranging and putting objects in order and understand the relation between different objects. For example if you put small balls arranged on parallel sides then scatter them around and ask a child who is in Preoperational stage and Concrete operational stage what they think about the balls in terms of numbers, the child in Preoperational stage would likely state that the scattered balls are more compared to those aligned parallel because the child will focus on the scatter while the child in Concrete operational stage would know that the balls are still the same number even though they are scattered because of their ability to conserve number, weight, mass, area, length and liquid volume.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, the child learns classification, being able to categorize things into sets, and serialization, being able to put things in order. Bradley (1991, 89) states that Children at the age 8-10 years need to repetitively do activities like learning and revising in order to maintain efficient balance to what is happening around them Formal Operational Stage (12years-adulthood). At this stage, children have the capability to think logically, abstractly and also theoretically and they have no reason to use concrete objects to make any coherent judgment. This is regarded as the final stage of cognitive development. Children in this stage hold much broader understanding about the world and all that is around them. sensorimotor stage/period. This period marks the beginning of a child’s development through congenital reflexes which all infants are born with. According to Piaget this stage marks the time when a child starts to understand the world a period where a child lacks ob ject permanence given that children at this age are only aware of the objects and people who are immediately around them at that particular moment. He further subdivides this stage it in to six sub stages. From birth to six weeks: This is the time the child develops reflexes. The child may begin working on stimulus reactions usually a repetitive action. Infants have several varieties of reflexes, there are those that are permanent like blinking and gagging. Piaget discusses about three responses that include putting objects in the mouth and sucking them, following moving or interesting objects using their eyes, and grasping items when they came into contact with the palm of their hands. A very good example is when a child blows a bubble it might look interesting and so the child keeps repeating the action or when sucking a thumb or an object it may feel good and the child continues to suck it (Egan 1997, 120). From 2- to 4 months: Here a child learns to form habits through body acti ons. At this stage the child is learning how to make what they feel is interesting last longer. When infants are quite young, they function according to the principle of â€Å"out of sight out of mind† that’s why when an object is taken away from them they tend to think that the object has disappeared forever or tend to act as if it did not exist. From 4-9 months: Babies of this age now learn how to coordinate the relationship between vision and being able to apprehend things. These children can now intentionally grab what they want always an amusing gesture to the family and friends and they can continue doing an action over and over because it is fascinating. Example is when a child squeezes a toy duck that produces some kind of sound and then the child keeps squeezing the duck to produce that interesting sound. According to Cohen (2002 53) this stage is the most crucial in a child’s growth as it marks the beginning of reasoning. From 9-12 months: A child can now be said to have acquired some kind of intelligence this is according to Piaget. This stage signifies the dawn of goal orientation. The desire to achieve a set goal (Crain 1992, 56) From 12-18 months: At this stage a child has mastred the particular skill of knowing that once an object is hidden, it continues to exist. For example is when you hide a pretty ball from this child under the cushion, he knows what he has to do to get the ball back. This is the time when the child begins to think representatively as it has already learned that it exists in a separate from the world. From 18-24months: This stage marks the entry to the preoperational stage. The children now use their minds to understand the world rather than through objects and actions. Example is a child can make sense of what people are saying and they can also talk. Cognitive development, according to Piaget was much more than just having facts and ideas being put together and being stored in form of information. Mead ows (2002, 102) argues that once an individual recognizes his/her own skills having to apply the skills consciously, deliberately and flexibly becomes a major step in cognitive development. Piaget’s theory contradicted some beliefs from other different scholars some questioned his methodology especially the clinical method. According to Empiricists, they believe that mental mechanism in children and adults are the same and the only difference is that children are exposed to less associates. While the Nativists believe that when babies are born, they automatically have the ability to meaningfully interpret and understand what is going on in the world around them. Piaget’s cognitive development is criticized based on two reasons one is that he underestimated the age at which children can achieve cognitive developmental milestone like that of object performance especially the young ones because according to other scholars, children might have understood more than what Pia get thought. Piaget tried to explain that the conceptual changes in children can be compared to the changing theories in science emergencies as a result of people action towards the world, their experiences including a number of processes that we as human beings are not able to understand. In matters to do with learning, education is trifled. We are urged to understand what teachers do is merely instilling new information to children. Teaching is an indirect way of learning. If we note that children do not only take in what is said, that these are small beings who are able to interpret what they hear, see using their own knowledge and experience then its easier to understand development theory. Knowledge is experience which we acquire through interacting with the environment surrounding us this includes people and things. Many Critics’ believe that by generalizing children’s capability it does not mean that every child will fit in the assumption because there those who overcome the limitations put across by Piaget cognitive development theory that children are egocentric they lack perpetual concentration and even are irreversible making the child lack the logic thinking capacity (Piaget 1992, 241). According to a work done by Sugarman (2001, 31), he points out that a 9 year old child can emerge an expert while playing chess noting that the game needs an individual to abstractly think about the moves in order to win the game while in the same game being played by a 20 year old may result to an individual seeking good strategies to plan and remember the moves in order to win the game. The first stage of cognitive development according to Piaget has over the time been criticized. According to Bruce (1987, 56), information obtained from sensory perception cannot provide objective information about the reality and also, a child cannot tell the difference between the sensory event and sensory feedback of his activity independently. In this article, the writer simply is trying to show that a child has no ability to note any positional change of an object neither the place change of an object. Butterworth argues that Piaget theory does not explain the reason there is inadequate data and doubts about his discovery. He instead chooses to side with nativist view that suggests that once a baby is born, there exists some kind of harmony between the baby and the environment the child is in. â€Å"the child is neither confused by his sensory effects nor by his own activities† (Piaget 1967, 154). Another issue that many critics use to criticize Piaget findings, is he over looked at the possible effects of a child’s social and cultural group. a research conducted by Angela (2007) concluded that peer interactions among children in groups is effective in terms of child development. Psychologists today are aware that culture does affect the cognitive development of children because it determines how the child learns about the wor ld (Bruner 1983, 63). Among those criticizing Piaget’s works was Lev Vygotsky, a Russian psychologist, who studied human development in order to improve his own teaching. He believed that human development could only be understood from a cultural point of view and not through Piaget’s ideas. He argued with the fact that our mental structures could be traced back to the way we socially interacted with others (Vygotsky 1978, 96). In his writings, Lev Vygotsky assumed that cultural development of a child appeared twice; one at the social level and the other at an individual level. Vygotsky believed that cultural tools like maps rulers, symbolic items and other symbolic tools were very significant items which played important roles on cognitive development of a child emphasizing that they supported their thinking capacity. The cognitive tools are also recognized as being useful in enriching our understanding about reality by Martin (2000, 96). He used the example introduci ng quantity using roman numerals it would be very difficult to change and teach calculus or doing long division using only these numerals that’s why when a number system with a zero is introduced it becomes easy to perform the mathematical queries. According to him a child can use these tools to develop themselves. â€Å"Thus, children’s knowledge, ideas, attitudes, and values develop through appropriating or â€Å"taking for themselves† the ways of acting and thinking provided by their culture and by the more capable members of their group† (Piaget 1989, 143). Piaget works have significantly helped us to understand how human beings develop cognitively. With his theory, we understand that a child has to undergo different stages to understand the world. His theory tries to explain the intellectual abilities an individual goes through during ones development. Piaget did not have the opportunity to attend formal child psychology classes but his desire to kno w about how we develop and his discovery of the cognitive theory made it possible for other activists to learn more about how children learned and how they thought. His theory explains that an individual has to change to fit in the environment one is living in. To him adaptation is important for individual development. References Angela, D. N., 2007. The new early years professional: dilemmas and debate. London: Routledge. Bradley, B. S., 1991. Vision of infancy; critical introduction of child psychology. Cambridge England: Polity Press. Bruce,T., 1987. Early childhood education. London: Hodder and Stoughton. Bruner, J., 1983. Childs talk: learning to use language. Oxford: oxford university press. Cohen, D., 2002. How the Child’s mind Develops. London: Routledge Crain, W., 1992. Theories of development – concept and applications. New York: Prentice Hall. Egan, K., 1997. The educated mind: how cognitive tools shape our understanding. Chicago: university of Chicago press . Martin, D., 2000. The Blackwell encyclopedia of social work Edition 2,. Wiley-Blackwell. Meadows, S., 2002. The Child as Thinker: The Development and Acquisition of Cognition in Childhood. London : Routledge. Piaget, J., 1989. The language and thought of the child. London: Routedge Piaget, J., 1992. Cognitive development today: Piaget and his critics. London: Sage. Piaget, J., 1967. Growing Critical: alternatives to Developmental psychology. London: Rout ledge. Sugarman, L. 2001. Life-span development: frameworks, accounts, and strategies New Essential Psychology Series, Edition2. NY: Psychology Press. Vygotsky, L. S., 1978. Mind in Society. Cambridge: Harvard University press. Woodhead, M., 1998. Cultural worlds of early childhood. London: Routledge. This essay on Jean Piaget was written and submitted by user Kayson Reed to help you with your own studies. 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