Introduction
Cognitive development in human beings almost starts once a baby is born. But in the case of babies, the behaviour is more reflective in nature. This ability that is inborn in human beings (and other animals) develops more and more as the child grows older. According to research this ability peaks during the adolescent age when new abilities like analytical and initiative thoughts begin to converge. In other words, the child uses both these capabilities to come to decisions and to act or not act in a particular way. This paper will discuss the harmonious combination between analytical thought and initiative thought which can help children during their adolescence. Jean Piaget, who incidentally was a biologist by qualification, is considered to be the greatest authority in the field of cognitive development.
Analytical thought
Analysis is when then child begins to ask questions (first to self and then to others if he does not get the answer) about what her perceives in the world around him. There are five levels of analytical thought. They are the questions what is it, how does it work, how well does it work, what should be or should not be done about it, and how do we know. (Five Levels of Analytic Thought). These would be the thought that come in the mind of a normal child. The levels of each of the questions will vary depending on the cognitive ability of each child apart from the many factors that affect child development. This will be the stage when the child begins to understand that some things may not be good for him. When the analytical ability begins to develop the child will be full of questions and will usually pester the parent, teacher or other family members with a stream of questions.
Initiative thought
Like analytical thought, initiative thought also varies between individual children. Though age is a factor in its development, other factors with regard to child development will also play a part in the level of initiative shown by the child. For example, if a child has been brought up in a repressive of environment the level of initiative could be very low.
Ideal harmony between the two thoughts
Even though these two thoughts begin to develop in children more during the adolescence, there need not be a positive correlation between the two. In other words, a child may have excellent analytical skills, but may lack the initiative to act on his or her analysis. On the other hand there will be some children who will lack analytical thought but will show high initiative in doing things. This could be dangerous for the child because he will initiate a particular action without thinking about the pros and cons of the act. Such children could be very destructive and naughty. They will also do dangerous things like climbing up difficult spaces or play with fire. If the child lacks both initiative and analytical thought, he may become a very unsuccessful person in life.
The ideal harmony in the adolescence’s life would be right balance between analytical and initiative thinking. A child should show initiative, but should also be able to analyse the consequences of the actions that come from his initiatives. In other words a child with high initiative thinking should also develop matching analytical thinking. Otherwise it may be dangerous for the child as well as those associated with him or her. But for a child with low initiative, either high or low analytical thinking will not pose much of a problem for others. Only his personal life may be unsuccessful. For example, a person with low initiative and low analytical ability may not be able to achieve anything in life. He may not pose a danger to the society as in the case of a child with high initiative, but low analytical thinking.
Works Cited
Five Levels of Analytic Thought. 2008. Web.