Question 1

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

Accepted Answer

Piaget believed children develop through universal stages by actively exploring their environment, with learning limited by their current stage. Vygotsky emphasised social interaction and culture, arguing that learning occurs through collaboration with more knowledgeable others within the Zone of Proximal Development. While Piaget saw development as leading learning, Vygotsky saw learning as leading development. Both theories are influential, but Vygotsky's is more focused on the social context of learning.

Question 2

How do I evaluate attachment theory for an exam?

Accepted Answer

Start by outlining Bowlby's theory (monotropy, critical period, internal working model). Then evaluate: strengths include real-world applications (e.g., improving childcare practices) and supporting evidence from Ainsworth's Strange Situation. Weaknesses include cultural bias (the Strange Situation may not apply to all cultures), gender bias (focus on mothers), and the fact that the critical period may be less rigid than Bowlby suggested (e.g., Rutter's Romanian orphan studies show recovery). Also consider alternative explanations like temperament.

Question 3

What are the key ethical issues when researching children?

Accepted Answer

Key ethical issues include obtaining informed consent from parents/guardians and assent from the child, ensuring confidentiality, protecting children from harm (physical and psychological), and the right to withdraw. Researchers must use age-appropriate methods and debrief both children and parents. The British Psychological Society (BPS) guidelines emphasise that the child's welfare is paramount. For example, in the Strange Situation, some children experienced distress, raising ethical concerns.

Question 4

How does the nature-nurture debate apply to child psychology?

Accepted Answer

The nature-nurture debate explores whether development is driven by genetics (nature) or environment (nurture). In child psychology, this is seen in attachment (Bowlby's innate drive vs. learning theory), cognitive development (Piaget's universal stages vs. Vygotsky's cultural variation), and language acquisition (Chomsky's LAD vs. Skinner's reinforcement). Most psychologists now adopt an interactionist approach, recognising that both factors interact. For example, a child's temperament (nature) may influence how caregivers respond (nurture).

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 Vygotsky's concept of the gap between what a child can do independently and what they can achieve with guidance from a more knowledgeable other. In education, teachers use scaffolding—providing temporary support tailored to the child's needs—to help them complete tasks within their ZPD. For example, a teacher might break down a maths problem into steps, gradually reducing help as the child becomes more competent. This approach promotes independent learning.

Question 6

Why is Piaget's theory criticised for underestimating children's abilities?

Accepted Answer

Piaget's tasks often required verbal explanations or complex reasoning, which may have masked children's actual understanding. For example, in the conservation task, children might fail because they don't understand the question or are distracted, not because they lack the concept. Later research using simpler tasks (e.g., McGarrigle and Donaldson's 'naughty teddy' study) showed that children as young as 4 can conserve. This suggests Piaget's methods were too demanding, leading to an underestimation of children's cognitive abilities.

Section B: Option 1 Child psychology

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