In Chapter , I learned about Jean Piaget and Lev Semionovich Vygotsky. While reading this chapter, a couple things stood out to me. The first one was The Zone of Proximal Development. The zone of proximal development is when a child cannot yet accomplish alone but could accomplish with the assistance of more competent peers or adults. It describes the tasks that a child has not learned, yet but it’s capable of learning at a given time. When I went on my school visits, many students were in this development. The teacher lesson plan for that day was to teach her students the order of operations. She said that multiplication, divisions, subtraction, and addition are interchangeable. Some of the kids did not know what interchangeable meant. When she did an example of the word, the students were able to understand what that word meant.When the teacher finished demonstration the problem, she handed out a worksheet. Some of her students did not get it when she did a demonstration. I went around the classroom, and ask students if they needed help. When I broke it down to them, they began to understand it. After I helped that child out, I told him to do the next problem, and he got it. He began to smile. I could feel that he was proud of himself. …show more content…
When a teacher put her students in groups, she pairs them up by their achievements. She pairs up the high achievers with low achievers. Or sometimes pair up the high achievers with the middle achievers. The reason why the teacher is pairing them up is because she wants her students to be able to listen to their classmate’s ideas, and give feedback. Sometimes your classmates can explain a topic better than the teacher could. When I was doing my observation, I saw a lot of this happening. I never thought about it until I read it in my
Piaget believed that children in this stage experience two kinds of phenomena: pretend play and Egocentrism. Pretend play is the ability to perform mental operations using symbols. Egocentrism is the inability to perceive things from a different point of view. For example, a child covering his own eyes, because he believes that if he can’t see someone, then they can’t see him as well. When a child is seven to eleven years old, it is in the concrete operational stage. At this point, Piaget believed that children are able to grasp the concept of conservation. Conservation is the principle that mass and volume remain the same despite the change in forms of objects. For example, children at this age are mentally capable of pouring a liquid in different types of containers. Piaget also believed that at this age a child is capable of understanding different mathematical transformations. At the age of 12, children reach the Formal Operation stage, the final stage in Piaget’s stages of Cognitive Development. This is the
Phsycologist has offered educators a great advantage and insight into how children learn cognitively. With these theories made by physiologist, teachers are able to improve teaching styles and make a greater impact in the lives of their students. There are several theories stating how a child learns from social interaction to a child’s developmental stages. There are many Psychologist who have contributed to children’s learning theories but I will be focusing on the four main psychologist. These psychologists have given insight and prospective into the minds of children and are a great advantage to anyone whom is or seeks to become an educator.
Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner.
Lev Vygotsky and Jean Piaget are the two most influential developmental psychologists in history so one might think they would have very similar theories but this could not be more wrong. Piaget (1896-1980) Piaget 's theory stems from the idea that children develop in mostly solitary and are unable to see others perspective and progress through four stages of development(book). A major challenge to Piaget’s theory is Lev Vygotsky’s (1896-1934) sociohoristic theory which suggests that children acquire the tools of thinking and learning through social interacrtion with family and peers (seans book). Both of these psychologists’ theories are very similar in a number of ways but have a few crucial differences which separate them. (BOOK)
This reading reminded me about how Vygotsky’s theory is mostly based on the interactions and influences help children to learn. I really do believe this theory is very accurate, because students can learn from each other. If a teacher is having trouble explaining a complex topic to a student, another student can explain it in more relatable way. Also, I was fascinated when I read about what cultural tools, were and how they related to Vygotsky’s beliefs. Learning about what cultural tools were, helped me to broaden my understanding of how crucial cultural tools are to student’s learning process. Also, the chapter did a great job of elaborating on how these tools can help to advance and grow in the understanding of student’s thinking process. Another aspect of this reading that interested me was the elaboration on private speech and the Zone of Proximal Development. Each of the definitions displayed help me to advance my own thinking on what it was and how it is used in regards to the education of students. The description of what private speech and how it is basically the inner narration of their thinking process helped me to understand how this aspect can help with students learning. Also, the Zone of Proximal Development helped me to make a connection to both what is and how it relates to private speech as well. The Zone of proximal development plays a crucial role in the
Piaget versus Vygotsky: Similarities and Differences This paper explores the ideas of Jean Piaget and Lev Vygotsky. Exploring their philosophies and how they impact us today. The two scholarly articles show similarities and differences in their works and explore what they each mean. Jean Piaget and Lev Vygotsky are two of the most influential philosophers in the field of cognitive development.
During my volunteering process i noticed some 4 year olds with ADHD. Prior to volunteering i was told that they can sometimes be out of hand and that they need more attention then other kids. While they all appear to be a bright childen, their actions in the classroom are interesting. While the class is sitting in a circle listening to stories, the children are unable to sit for any significant period of time. They will get up and wander around the room and when told to rejoin the group, they have a look on their face of total bewilderment. It is not unusual for them to hum outloud, suck on the corner of their shirt and or talk at inappropriate times. It is normal for children to have trouble behaving and focusing from time to time, however
Despite of the fact that Piaget (1969)'s theories are not that updated, his contributions to the field still manage to influence many human development experts. He divided children's cognitive development into four stages. There are specific mental and physical abilities that kids get to master as they go along their natural learning process. Piaget described children as natural scientists who assimilate knowledge of the world by interacting with their surroundings. These interactions not only boost children's intelligence but foster language acquisition as well. Piaget's cognitive development stages are as follows: from birth to two years of age (sensor-motor stage), from two to seven (pre-operational stage), from seven to twelve (concrete
The way a child develops through out their lives has been a crucial topic, a topic where many theorist state that children develop internally (born with it or on their own) or externally (with the help of others). The scope of a child developing successfully, for those who believe in internal development, consists of completing or experiencing each of the stages the theorists such as Piaget’s stages of intellectual development, Freud’s stages of psychosexual development or the eight stages of life that Erickson constructed. Theorists such as Vygotsky, Bandura, Skinner, and Brofrenbrenner, who believe in external development, stated that a child development consists of exterior influences such as parent, friends, the society or our environment. Regardless
Jean Piaget and Lev Vygotsky are arguably two of the most noted and influential developmental psychologists. Their contributions to the field of developmental psychology, while different, also have several similarities. Throughout the following paper, I will discuss some of the similarities and, according to Orlando Laurenco, definitive differences of Piaget and Vygotsky.
In regards to child development, Jean Piaget and Lev Vygotsky are both highly regarded and well known for their theories. Some educators view themselves as Piagetian while others view themselves as Vygotskians. They see Piaget and Vygotsky as being vastly different. Then there are others who see similarities between the two and hold both Piaget and Vygotsky as correct in their theories. The purpose of this paper is to examine the similarities and differences between Piaget and Vygotsky and determine what can be gained by better understanding these theories.
Cognition is the process involved in thinking and mental activity, such as attention, memory and problem solving. In this essay on cognitive development I will compare and contrast the theories of Piaget and Vygotsky, who were both influential in forming a more scientific approach to analyzing the cognitive development process of the child active construction of knowledge. (Flanagan 1996 P.72). I will then evaluate the usefulness of these theories in understanding a child's development.
Piaget and Vygotsky’s biggest differences is their assessments of a child’s progression of development. Piaget believes that development is individual; Vygotsky believes development heavily relies on social aspects. Piaget insisted that learning happens after development, while Vygotsky believed that learning takes place before development can occur. Piaget’s theory has four phases; Vygotsky assumed there were no set stages, only three components. Piaget and Vygotsky both believe that development can be a result of a cognitive conflict. They agree that children are active learners; children learn quickly and development declines with age. In both theories, teachers serve as facilitors and guides.
“Once a child is born we begin helping them with tasks that are too difficult to master alone but that can be learned with guidance and assistance which is the (ZPD) zone of proximal development.”(Morrison, 2009 sec 14.6.1) this is the major concept of Lev Vygotsky theory. As our children grow we will interact with them throughout their lives. We may feel that a child should be at a certain stage in life; which would fit perfectly into Piagets theory that a child develops in stages. However we have always helped them with task; we sit back, observe the child trying the task, and when they c...
My goal as a teacher is to improve my student’s education and help them grow knowledgably. I like to see students at different levels develop with each other and learn. I want to challenge the students and watch them grow to their highest level of education. Therefore, having the students in groups is the best educational strategy I like to use a lot. I want my students to have freedom with whatever creativity they want, and to allow them to express themselves at any time. With this freedom students will be able to experiment with likes and dislikes and be able to figure their weaknesses and strengths. Education is for everyone and it’s a right by low for all; teachers, on the other hand, should do their jobs very honestly and effectively.