Children of the 21st Century Show Rapid Growth in Their Cognitive Development Capacity; this New Trend is Attributable to the Technological Advances of the Modern World

Abstract The world is always changing with the technological development of the present day. Day by day, various, marvelous and wonderful creations are invented mainly for the usage and easiness of the humankind. The brains of the present humankind have cognitively developed to create unthinkable inventions. In the same way, in fact, that technological development in return helps to develop the cognition of the present generation (our younger generation). By doing this assignment, I would like to point out that high cognitive development capacity of the twenty first century children according to the technological development. Here, I wish to present a comparative study between the cognitive development of modern children and how the modern technology affects to develop the cognition of the present generation. Children of the 21st Century Show Rapid Growth in Their Cognitive Development Capacity; this New Trend is Attributable to the Technological Advances of the Modern World. Today, the man is capable of going to the moon and doing researches on the moon. In the same way, humankind is doing various researches about other planets like Mars. The human being cognitively, scientifically and technologically has developed to do and find various solutions for various problems in various fields like in medicine, psychology, sociology and other fields including science and technology. Specially, the cognition of the humankind here plays a very important role. Before entering directly into our topic, I think it will be very useful to know briefly about the cognition as in our topic cognition plays a very important place. Simply we can say that cognitive psychologists investigate the ways in which we perceive and mentally represent the world, how we learn, remember the past, plan for the future, solve problems, form judgments, make decisions and use language. Cognitive psychologists, in short, study those things we refer as the mind (Rathus). Ulric Neisser who introduced the word “cognition” in his book, “Cognitive Psychology” defines the word thus: “The term cognition refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations ….Given such a sweeping definition, it is apparent that cognition is involved in everything a human being might possible to do; that every psychological phenomenon is a cognitive phenomenon’’ (p.487). Therefore, according to the above definition of the father of the cognitive psychology, we can say that the human being has developed to gain above-mentioned technological advance due to the cognitive development of the humankind. Actually, technology holds the key to prosperity in 21st century and technology and cognition is well connected. Actually, when we compare the present generation children and children a decade earlier, we can see a big difference between those two groups. Not only the physical difference, but also, the cognitive development of the present day children is very high. Modern technology is making our lifestyle easier. According to Lumsdaine, (1995) technology is a word with interesting roots in the Greek language: art combined with systematic treatment-it is the science or study of the practical or industrial arts, the applied sciences, or a method, process, etc for handling a specific technical problem (p.403). He has shown that technology can be seen as humankind’s creative attempts to modify the environment to increase survival and improve life-style. (p.406). Venkat Koppaka, (2009) the representative of www.e-gurukul.net holds the following opinion about the connection between the cognitive development of the younger generation and the present technology. “The entire humanity is living in Amazing times of technological wonders. With the advent of technological marvel Internet, the entire world has become one Global Village. Unlike in the past there is no requirement to take any strenuous travelling efforts, anyone from any part of the world can learn, gain insights and disseminate the priceless treasures sitting right in front of the computer. In this Era of technology, Internet meets Ancient Scientific Knowledge & Wisdom. E-Gurukul.net is very small and modest effort to create a virtual exchange of free flow of Knowledge and Wisdom in the form of knowledge portal & also Virtual University." Actually, it is true that since the beginning of the humankind technology has progressed in a continuous process. There had been done a large number of researches on the cognitive development of infants in the psychological history. When considering the physical and mental development of a child, we cannot forget the psychologists Jean Piajet, Bruner, Vygosky, Hans Furth etc. Their contribution to the child development is priceless. Though, there are many criticisms about those theories of psychologists, here, I would like to present briefly about one important theory of those theories. The French psychologist Jean Piajet is very important when considering the cognitive development of a child. He has presented several six-development stages of a child. Sensorimotor Stage. Piaget called the stage from birth to two years as sensorimotor stage. Various psychologists have expressed different ideas about this stage. But nearly everyone agrees that this very early period is one during which the child’s interactions with the environment are governed by over actions, either sensory actions like seeing and hearing or physical actions like grasping, touching, reaching, sucking, and so on’’ ( Bee). Piaget divides this category into sub-six divisions. Stage 01(birth to one month; Simple reflexes). According to Piaget in this stage, normally, a child learns reflexes such as rooting and sucking. For an instance, he or she learns how to search for nipple-where to look for it, how to turn his or her head to take it into mouth etc. According to Piaget this is the beginning of cognitive development. Stage 02 (one to four months; First habits and primary circular reactions). According to Piaget during this time child learns to coordinate sensation and two types of schemes (habit and circular reactions). (for an instance sucking the thumb). In this stage, the child’s visual exploration begins to be selective. Stage 03 (four to ten months; Secondary circular reactions). During this stage, the child’s object orientation begins. In this stage, the child seems to set out to do things on purpose. In the same way, at this stage, a child may learn to control his or her arm to make a mobile move purposely. The development of the concept of permanent objects also begins at this stage. Stage 04 (ten to twelve months; Coordination of secondary circular reactions). According to Piaget at this stage, infants can do things intentionally. At this stage, the child learns how to combine and recombine schemas and to reach a goal. For an instance using a stick to reach to something. Stage 05 (twelve months to eighteen months; tertiary circular reactions, novelty, and curiosity). The beginning of experimentation happens at this stage. It is said that this experimentation opens up all sorts of new skills and strategies for him or her. Stage 06 (eighteen months to two years; internalization of schemes). As Piaget describes the beginning of symbolic thinking starts at this stage. Pre-operational stage (from age two to seven). The development of symbols, reasoning, reversibility, classification and egocentrism begins at this stage. Actually, egocentrism begins strongly and then weakens at this stage. Concrete operational stage (from age seven to twelve). As Piaget describes, at this stage the children begin to think logically. But their thinking has a limit. There should be a practical aid for their thinking. According to Piaget, concrete operations as mental actions of complex sorts, like addition, subtraction, classification, putting things in serial order, relating one thing to another etc. begin at this stage. Formal operational stage (from age twelve onwards). The development of abstract thinking begins at this stage according to Piaget. Piaget believed that children are like "little scientists," actively trying to make sense of the world rather than simply soaking up information passively. According to Leona (2004) he (Piaget) considered cognitive structure development as a differentiation of biological regulations. In one of his last books, "Equilibration of Cognitive Structures: The Central Problem of Intellectual Development," he intends to explain knowledge development as a process of equilibration using two main concepts in his theory, assimilation and accommodation, as belonging not only to biological interactions but also to cognitive ones. In cognitive psychology, there are major research areas. Among the research areas sensation and perception, categorization, knowledge representation, memory, thinking, language take a major place. Actually, from the birth of a child until his or her death the technology holds very important place in his or her life. Let us consider this matter from the birth of a child. When a child is born and he or she is few months older, his or her environment is surrounded by various technological equipments. Even the cradle, which the child is kept, is nowadays a technological creation. If one visits a shop, that person will be able to see various types of modern technological cradles with various facilities. There are various types of technological equipments, which hold above children. Sometimes they rotate and make sweet sounds. From those things, according to cognitive psychologists the cognition develops highly. The visual perception and some other cognitive aspects of a child highly develop by looking at those things. In the same way, when the child tries to touch those equipments he or she physically and mentally develops. This development is highly appreciated by cognitive psychologists. As modern technological equipments are very beautiful and attractive, the child likes to look at those equipments always. Thus, the modern technology helps to develop the cognition of the younger generation. When the child is somewhat bigger enough to play with toys, the child learns many things because of the present technological development. Today, we can see various types of toys that represent the outside environment. Toys give children a good knowledge about their surroundings. In the same way, those technological equipments help to develop the child’s cognition. For an instance, the child learns how to put a battery into a toy car correctly. If once he or she fails, then again he or she learns it correctly. In fact, the pre-schools before a decade earlier and nowadays pre-schools have a big difference. A large number of modern technological equipments have been added to develop the cognition of pre-school children. Not as in the past, now in a modern pre-school, we can see a large number of modern equipments. For an instance, in the past pre-schools teachers did not use cassette recorders to practice songs and poems or dramas. But, today, pre-school teachers using modern equipments, songs are practiced by giving the children to listen the real and most correct rhythm of the song. In the same way, now in pre-schools, schools and universities modern multimedia is used for teaching purposes. The real photos and videos are screened. The children can learn quickly many things in a very short time. No need to say that it helps to develop their cognition. Actually, in a present pre-school, children are practiced to engage in practical activities, which make children very cognitively developed. Not just going on making some creations using clay, nowadays various technological equipments are used to make various creations. They are practiced to make various creations using plastic or rubber equipments. Artificial clay is also used. Not just practicing children to write letters on the sand, now plastic and rubber letters are used. So, children can easily gain the knowledge and those letters can be used again and again. Now, let us consider a modern home in which a child grows up. In a present modern home, we can see many technological equipments that enable to develop the cognition of a child. Radios, televisions, cassette recorders, mp3 players and various electronic equipments are used in a modern home. Mefford (2009) has pointed out the following talk of Dr. Koyayashi delivered in a conference, which has named as “Evolution of Child Development in the Multimedia Environment," to show the close connection between the cognition of the younger generation and the technology “Today’s children and those of the future will grow up immersed in the multimedia environment. I anxiously await to see how these children will integrate the various media into their environments, creating and expanding their cognitive, social, physical, and creative capacities. The "wall" of information and technology that divided adults and children in the past is now not so thick, as children are now able to access all types of information easily using these technologies. They are also able to engage themselves in many types of virtual experiences, which will allow them to broaden their skills and imagination. However, the question of how these children should best utilize, to their fullest potential, multimedia technologies and how adults who guide these children should scaffold them still remains unclear.” Actually, his idea is very important for our topic. Thus, world famous scholars also accept that modern technology helps to develop the cognition of the younger generation. Actually, as I mentioned above television and radio play a very important place in children’s cognitive development. Good educational programs are telecasted from the television and the radios. So, children can get external knowledge watching and listening to those educational programs. In the same way, when considering the modern technology, we cannot forget the computer. I think present children even three or four-year-old child knows what the computer is and its importance. Computers play a major role in the education field. Lumsdine (1995) a well known psychologist mentions about the usage of the computer in younger generation thus: “They are intimately familiar with every aspect of computer technology and are not afraid to use it, in contrast to many of the parents, teachers, and other adults who are afraid of this sophisticated technology. Computers are very much a part of ‘’high technology’’ and have become embedded in education, in industry and commerce and in everyday living’’ (p. 412). Children can store their educational documents in the computers and see it at any moment they like. Nowadays, there are various educational softwares. Talking dictionary is a fine example for that. Numerous education experts raise the possible association between engaging in computer activities and cognitive development. They have high hopes for the potential of using computers to enhance intellectual abilities and individual learning strategies in early childhood. (Mikhalovitz & Levita, 1989; Klein & Nir-Gal, 1992; Clements, Nastasi, & Swaminathan, 1993; Brett, 1995; Nir-Gal, 1996; Samaras, 1996; Haugland, 1997, 2000). Moreover, based on several studies (Healy, 1998; Cordes & Miller, 2000), it may be said that the use of computers in early childhood may impede the intellectual and social development of young children. According to Offir, Katz and Schmida (2010) the introduction of computers into the educational system is an innovation that requires intensive involvement of teachers including changes in teaching methods and in defining the teacher's role in class. Easy to access course materials, student motivation, wide participation, improved student writing, subjects made easier are advantages of computer based teaching. In the same way, among the factors that can be attributed to the cognitive development of the twenty first children is internet. Internet was introduced in 1990s. Since then, the internet plays a major role in educational activities of everyone. The internet is used from pre-school child to well-educated professors of world famous universities. Actually, I personally think that the internet has everything. We have only to type what we necessary on the computer and we can get all the necessary information sitting in our home. Though there are various opinions about the internet, as I perceive it depends on the user. Everything becomes good or bad by the way it is used. Actually, we can see various television and radio programs, which show various skills of children. In the foreign countries, we can see many such programs. Let us consider some of Sri Lankan programs. For instances “Hapan Pedura’’, “Punci Pahe Man,’’ “Derana Little Star,’’ “Dedunu Hendawa,’’ “English Class For Me,’’ “Spell Master’’ are only some of such television programs. We can see even very little children perform their skills very well. Do you think that those skills they have got from their inherited genes or the environment they live has not any impact on their skills? My personnel belief is the environment they live or in another way technological development that they are surrounded with has a great affect on their cognitive development. How do they have got those skillful talents such a very short time? Actually, it is because of the technological development, which is surrounded by them. From the very early age, they use the technology. So they can gain knowledge easily very well. According to Piaget, children are little scientists. They always question and try to improve their knowledge. Conclusion When considering above-mentioned facts it is clear that the present technological development really helps to develop their cognition. Once Piaget says that the principal goal of education in the schools should be creating men and women who are capable of doing new thing, not simply repeating what other generations have done. Actually, our younger generation is doing what Piaget has expressed. We see in our day today life children who are capable of various activities in their very early young age. Some activities are so wonderful that even adults also unable to think about that and they express their wonder. When we consider all the above-mentioned facts, we can see a close connection between the cognitive development of the twenty first century children and the present technology. Our younger generation is performing their skillful talents in an ascending order. Actually, this is because of the technological development of the present day. Though anyone can argue that there are many reasons other than the technology for the high cognitive development of the present generation, I personally think, certainly, present technological development has a great affect on the high cognitive development of the twenty first century children. References Baron, R. A., (2001). Psychology. (7th ed.). New Delhi: Pearson Education. Bee, H., (1939). The developing child. New York: Harper and Row Publishers. Buyer, L. S., Cognition: theory and application. (6th ed.). Belmont: Wadsworth Thomson Learning. Cognitive Psychology. (2008, February 3). 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