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The cognitive theories of development highlight how our thought processes and the way that we think cognitively changes over time as we age. Jean Piaget theorized that children went through four stages of development dependent on their physical age and what aspect of their cognition was developing at that time. (Lally & Valentine-French, 2022) From birth to about 2 years of age, infants are working to attain object permanence (sensorimotor). Object permanence is the understanding that objects continue to exist even when they are not actively stimulating a sense. From 2 years to about 7 years of age, children begin to conceptualize the world as their language and empathy develops (preoperational). Then, from ages 7 to 11, children learn to think logically. In addition to aiding in increased conversation ability, children also develop greater performance on/with objects they encounter daily (concrete). Lastly, from age 11 to adulthood the ability to think logically develops more onto abstract logic. "Adolescents can think systematically, can understand ethics and scientific reasoning," (Lally & Valentine-French, 2022). Lev Vygotsky proposed the sociocultural theory which gave more attention to how one interacted within their culture as a key part of their cognitive development. While Piaget believed in a more stage-like structured development, Vygotsky believed it to be more continuous. Accentuating that there are still levels to each of those stages, presenting as some being more fruitful than others, although achieving the same goal. Regarding nursing practice, this can be used as a guideline for the estimated level of development within each stage as it pertains to the patient. For instance, a nurse caring for an infant would need to be well versed on what healthy, and on-time development looks like during the sensorimotor stage to aid in ruling out any disorders or diseases (visual tracking, responding to loud noises, etc.). Understanding how and why a newborn acts and reacts can aid in their care. Newborns are learning and reacting to direct stimuli of their senses. For example, skin-to-skin can soothe a fussy baby and aid in bonding; or a crying baby is usually hungry, uncomfortable, or lonely. Need Assignment Help?