Question 1

What is the difference between Piaget and Vygotsky's theories of cognitive development?

Accepted Answer

Piaget believed cognitive development occurs in universal stages driven by the child's independent exploration, while Vygotsky emphasised social interaction and cultural tools. Piaget saw the child as a 'little scientist' constructing knowledge alone; Vygotsky viewed learning as collaborative, with adults or peers providing scaffolding within the zone of proximal development. For exams, remember that Piaget focuses on stages and discovery learning, whereas Vygotsky highlights guided participation and language.

Question 2

How do I evaluate Bowlby's theory of attachment for an exam essay?

Accepted Answer

Start with strengths: Bowlby's theory has real-world applications (e.g., hospital visiting policies) and is supported by research like Lorenz's imprinting and Harlow's monkeys. Then discuss weaknesses: it's deterministic (suggests one critical period), culturally biased (based on Western norms), and the internal working model is hard to test. Also consider alternative theories like Kagan's temperament hypothesis or Schaffer and Emerson's multiple attachments. Use studies like the Minnesota longitudinal study to support or challenge the continuity hypothesis.

Question 3

What are the ethical issues in child psychology research?

Accepted Answer

Key issues include obtaining informed consent from parents and assent from children, protecting children from harm (e.g., distress in the Strange Situation), and ensuring confidentiality. Researchers must also consider the power imbalance and children's right to withdraw. Classic studies like Watson's 'Little Albert' would be unethical today. For exams, you can discuss how modern guidelines (e.g., BPS) address these issues, and evaluate studies like Ainsworth's for ethical strengths (debriefing) and weaknesses (temporary distress).

Question 4

How does attachment theory explain later relationships?

Accepted Answer

Bowlby's continuity hypothesis suggests that the internal working model formed in infancy acts as a template for future relationships. A securely attached child expects trust and support, leading to healthier friendships and romantic relationships. Insecure attachment may lead to difficulties, such as clinginess or avoidance. Research like Hazan and Shaver's 'love quiz' found correlations between attachment types and adult relationship styles. However, this is correlational—other factors like life experiences also play a role.

Question 5

What is the zone of proximal development and how is it used in education?

Accepted Answer

The zone of proximal development (ZPD) is the gap between what a child can do alone and what they can achieve with guidance. Teachers use scaffolding—providing temporary support like hints or prompts—to help children master tasks within their ZPD. For example, a teacher might model a maths problem, then gradually reduce help as the child becomes more competent. This concept is central to Vygotsky's theory and contrasts with Piaget's emphasis on independent discovery.

Question 6

Why is the Strange Situation criticised for cultural bias?

Accepted Answer

The Strange Situation was developed in the US and assumes that secure attachment (child explores, greets caregiver positively) is universal. However, in cultures like Japan, where infants are rarely separated from mothers, children show more distress (insecure-resistant). In Germany, independence is valued, leading to more avoidant classifications. This suggests the test may not measure attachment quality accurately across cultures—it reflects cultural norms of caregiving rather than universal attachment patterns.

Topic 7: Child psychology

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Related Topics in EDEXCEL A-Level Psychology

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Topic 1: Social psychology

Topic 2: Cognitive psychology

Topic 3: Biological psychology

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