According to constructivist and cognitive theorists, cognition is defined as the processes of acquiring knowledge and understanding through perception, reasoning, judgment, thought, and experiences (Mora, 2007). The developmental stages of cognition have many implications in the educational setting. It is important for educators to understand the stages of development to facilitate the learning process of students from preschool to graduate studies. This paper will explore the developmental nature of cognition from the viewpoint of stage and social learning theories. Although the major focus is on cognitive development, it will also explore the implications in educational settings that deal with mild intellectually deficit students.
This requires an understanding of children's cognitive development, and constructivism draws heavily on psychological studies of cognitive development (Rowland, 2010). The learning theories of John Dewey, Marie Montessori, and David Kolb serve as the foundation of constructivist learning theory (Mezirow, 1997). Constructivism has many varieties: Active learning, discovery learning, and knowledge building are three, but all versions promote a student's free exploration within a given framework or structure. The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic
The Venn diagram is comparing the similarities and differences of two theories Piaget’s and Vygotsky Theories on Cognitive development. Piaget’s difference to Vygotsky is children collaborating with peers of the classroom, having stages of development that impact child development over birth to adulthood and how inherited characteristics of being a confident or quiet child. Vygotsky Theory is about Zone of Proximal development, scaffolding of adults helping children in understanding and gaining knowledge and sociocultural development (Duchesne, McMaugh, Bochner & Krause (2013). Both theories have similarities of children having order in developing and how they act, think at certain ages of life. Social interactions through both see children need to either interact with adults or class peers and thought with language even though the theories have different opinion both see thought and language as child development in either thought before language or language before thought.
I considered Vygotsky’s concept of the zone of proximal development. The learning process according to Lev Vygotsky (10 marks – 400wrds Lev Vygotsky’s theory of learning begins with the idea that cognitive development occurs from sociocultural origins, that through social interaction children learn how to think (Duchesne, McMaugh, Bochner & Krause pp. 84) and how to use and access language and communication skills specifically as members of their culture and society. Through social interaction, for example a parent with their child, the parent will provide interaction that is tied to their own cultural background and social situation and beliefs. The child experiences the interaction and learns communication and language through the parent.
Formative assessments provide ways for the teacher to integrate a distinct process of learning that will achieve a preferred outcome. Tuttle, 2011 states, formative assessments is the process of helping students move immediately forward from their presented diagnose learning to the desired learning goals. This means that formative assessments should be used as a tool regularly throughout the instructional process to support high quality learning. This type of assessment can be provided through technology, for example, in the autistic classroom, where I assist the Smart Board has specific software for special needs children to facilitate learning and formative asse... ... middle of paper ... ...s to comprise different approaches of assessments. However, it is necessary that teachers understand the positive and negative aspects of technology, to enlighten the teacher that technology should not be the only source for assessments.
The history of differentiation in instruction can be connected to two compelling analysts. Firstly, Vygotsky proposed that learning can be intervened through the mediation of others. This recognizes that by having an information of what a child as of now knows ought to educate the next arrange of learning and what intercessions are essential to empower fruitful learning Besides, Gardner (1993) proposed a ‘theory of numerous intelligences' in which individuals have diverse insightful and learn in numerous distinctive ways. Gardner sets that schools ought to, in this manner, offer ‘individual-centered education' (Florian et al, 2006; Humphreys and Lewis 2008b) in which learning is custom-made to the child's person needs. In rundown, an assorted run of mental approaches to learning has been advanced (and criticized) by creators over numerous a long time.
( http://fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in-Piaget-and-Vygotsky-Issue 48 / October - December 2004,CONSTRUCTIVISM in Piaget and Vygotsky Ozgur Jean Piaget and Lev Vygotsky studied the development of children who believed that this is theory is extremely important in cognitive learning. “Piaget 's approach is central to the school of cognitive theory known as "cognitive constructivism": other scholars, known as "social constructivists", such as Vygotsky and Bruner, have laid more emphasis on the part played by
There are several different instr... ... middle of paper ... ... challenges the relationship between students and teachers, because technology enables learners to gain control of their own learning. The new technology provides access to information that was once under the control of teachers. Bibliography: Rakes, Glenda C., Beverly F. Flowers, Holly B. Casey, and Ronnie Santana. "An Analysis of Instructional Technology Use and Constructivist Behaviors in K-12 Teachers." International Journal of Educational Technology.
Huber (1991: 89) takes a behavioural perspective on learning, claiming that “An entity learns if, through its processing of information, the range of its potential behaviors is changed”. In other words, both learning and innovation are related to processing of information and developing new knowledge. In the literature of dynamic capabilities (DC) and innovation, learning is a frequently mentioned construct (Teece et al 1997). By reviewing the literature on learning and innovation, we try to answer the following research questions: • What is the role of organizational learning in the development of the dynamic capabilities? • How is individual learning transformed into organizational learning and what are the factors facilitating organizational learning?
Briefly, he proposed that children are active learners who construct knowledge from their own environment. They learn through assimilation and accommodation in complex cognitive development. Furthermore, interaction with physical and social environments is the key and development occurs in stages. An example of Jean Piaget theory carried out in the classroom is that giving children a great deal of hands-on practice, by using concrete props and visual aids. Taking into consideration and being sensitive to the possibility that