which development follows two such directions
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Child development
Child development involves the biological, psychological and emotional changes that occur in human beings between birth and the conclusion of adolescence. In the course of development, the individual human progresses from dependency to increasing autonomy. It is a continuous process with a predictable sequence, yet has a unique course for every child. It does not progress at the same rate and each stage is affected by the preceding developmental experiences. Because genetic factors and events during prenatal life may strongly influence developmental changes, genetics and prenatal development usually form a part of the study of child development. Related terms include developmental psychology, referring to development throughout the lifespan, and pediatrics, the branch of medicine relating to the care of children.
Cognitive Development
The study of cognitive development, especially in school-age children, has been one of the central focuses of developmental research over the last 25 years. There is an enormous research literature, with thousands of studies investigating cognitive change from scores of specific perspectives. Despite this diversity, there does seem to be a consensus emerging about (1) the conclusions to be reached from research to date and (2) the directions new research and theory should take. A major part of this consensus grows from an orientation that seems to be pervading the field: It is time to move beyond the opposition of structuralism and functionalism and begin to build a broader, more integrated approach to cognitive development (see Case, 1980; Catania, 1973; Fischer, 1980; Flavell, 1982a). Indeed, we argue that without such an integration attempts to explain the development of behavior are doomed.
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