Compose a 1500 words essay on Compare and Contrast the Current Directions in Lifespan Psychology. Needs to be plagiarism free!Download file to see previous pages... This paper aims to discuss 3 of the

Compose a 1500 words essay on Compare and Contrast the Current Directions in Lifespan Psychology. Needs to be plagiarism free!

This paper aims to discuss 3 of these lifespan or development theories with the help and input from articles and peer-reviewed journals and will discuss these theories, both individually, and as a whole. It aims to look at the details regarding these theories and provide its own feedback based on the information provided. This paper will tackle the cognitive, psychoanalytic and ethological development theories, summarize or discuss them then compare and contrast them in the last part of the paper. The researched has opted to discuss these theories due to their distinct differences or uniqueness. It aims to tackle these subjects as such:

•Discussion on the cognitive development theory

•Discussion on the psychoanalytic development theory

•Discussion on the ethological development theory

•Feedback on the 3 development theories

•Conclusion

By breaking down the topics and discussing them individually, the research is geared to better grasp the concepts stated or provided in the theories and it is better equipped to culminate the information gathered and discuss it collectively as a whole before providing a conclusion at the end of the paper. Discussion on the cognitive development theory According to an article by learningandteaching.info, the cognitive theory was developed by Jean Piaget, a biologist who initially worked and studied on mollusks. The article tells us that he “moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set.” His theory asserts that in a child’s development, there are certain milestones or points which, according to the article, “move into completely new areas and capabilities”. These milestones come at certain times or ages of a child, which can be taken to mean that until a certain age comes, there are certain things that a child is incapable of understanding, no matter how intelligent. According to the article, this theory has been used by schools in the past when planning a curriculum. This theory sets aside outside stimulus and asserts that a child is simply not capable of learning certain things until a certain milestone or age is reached. This theory should quite rigid and has, at times, been refuted as many children have understood things earlier than he expected. Another article, this time by mesacc.edu provides us with information regarding Piaget’s stages of cognitive development. These stages are the sensorimotor from birth to 2 years of age, preoperational, from ages 2 to 7 years, concrete operational, from ages 7 to 11 years, and formal operational from ages 11 onwards. Another article by learning-theories.com helps us dive deeper into the theory and its stages. It helps us understand that the theories are actually different stages of how children make sense of the world around them. There have been many who have supported or built on this theory such as Neo-Piagetian Theorists who further the stages that Piaget presented, as well as other researchers such as Lev Vygotsky's who built on the theory but added importance to the environment and how it affects development. Discussion on the psychoanalytic development theory According to allpsych.