One exciting thing about being a teacher is how you get to decide what you want to bring into your classroom. You also have many roles as a teacher, and I am looking forward to having all of these roles. Piaget and Vygotsky are both very famous psychologist who studied cognitive development. They have different views and opinions on what educators should do. There are certain roles I believe teachers should play, and I plan to compare Piaget and Vygotsky’s theories to come up with five roles I believe are important. One role that I expect to play in my classroom as a teacher is being a great communicator. Being a communicator is someone who is skilled at conveying information to students, parents, and administration. I believe that it is important …show more content…
Being adaptable as a teacher is important because you have to be able to adjust to each students learning style. Every child learns differently, and it is important to be able to figure out which way your students learn best. By doing this it will help them reach their full potential in the classroom. I have had teachers before that are very adaptable to all their students learning types, and it has made their classrooms very successful. I plan to make the effort to reach out and learn each one of my students learning types, and then make lessons that help them learn best. Piaget believed that being able to adapt to the learners development level is a very important part of instruction. He thought it was also key to observe each child’s learning type to conduct lessons. Vygotsky’s views on being adaptable were similar to Piaget’s. He thought that when instructing you needed to put text into meaningful context to help students learn better. Adapting to your students helped with learning a new task, and as the student’s competence increased, the less adapting you had to do. My opinion on this is that you should always adapt to your students. I agree with Piaget that is important to observe your students to understand their learning. The one thing that I do not agree with Vygotsky is that is that after awhile you do not have to be as adaptable. I feel like it is important to always find ways to improve
In considering Lev Vygotsky’s learning theories and thinking about their implications in my own future teaching as an early childhood and primary teacher, I know that Vygotsky’s connections between social interaction and cognitive development give a strong argument against the industrial methods of schooling we can see in the classroom today. My feelings as a teacher about how I want my classroom to work and how I see my role and involvement in my students’ learning mesh well with Vygotsky’s theory, especially with regard to providing meaningful, social learning experiences. I plan to work hard to apply his theories in my classroom.
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.
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.
Bhattacharya, K. & Han, S. (2001). Piaget and cognitive development. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Piaget%27s_Constructivism
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.
Piaget’s theory is developed from the idea that the child constructs their knowledge individually whereas Vygotsky argued that children develop tools of learning by communicating with more knowledgeable others (O. Lourenco 2012). Piaget suggested that children develop through a series of four stages in their thinking – the sensorimotor, preoperational, concrete operational and formal operational stages each of which causes broad changes in the child’s intelligence structure and their logic (reference). These four structures are mental operations which are applied to anything in the child’s world these mental operations are referred to as schemas which grow and change from one stage to the next (book). Vygotsky had very different idea on this subject although they both agreed that the child is the active constructor of their own knowledge
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.
There are five ways in which Piaget’s theory of cognitive development and Vygotsky’s theory of the Zone of Proximal Development. The very first way that teachers can use these theories to teach constructively is by providing scaffolded instruction within the ZPD for their students (292). In other words, a teacher must be able to assist children in achieving a goal that may be slightly too difficult for them to reach alone. An example of this would be if a teacher had decided that her class should do an experiment on how well plants grow based on the amount of water they receive, she could challenge her students to make a hypothesis about what they think will happen. This teacher could allow her students to individually plant their seeds and then guiding her students to predict or hypothesize what they believe will happen if one plant gets more water than another. This example directly correlates with Vygotsky’s idea of ZPD because
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.
The Critique of Piaget's Theories Jean Piaget (1896 – 1980) was a constructivist theorist. He saw children as constructing their own world, playing an active part in their own development. Piaget’s insight opened up a new window into the inner working of the mind and as a result he carried out some remarkable studies on children that had a powerful influence on theories of child thought. This essay is going to explain the main features and principles of the Piagetian theory and then provide criticism against this theory. Cognitive development refers to way in which a person’s style of thinking changes with age.
Jean Piaget and Carl Rogers were both interested in learning and how people learned throughout life. Jean Piaget was more focused on children, where Carl Rogers was more focused on everybody. Learning for Jean Piaget meant that we took in information and stored it for later use; Carl Rogers believed that learning in an active process. Jean Piaget believed that learning was teacher/facilitator guided, where as Carl Rogers believed that learning was determined by the pupil. The job of the teacher/facilitator was similar and yet different between learning theorist Jean Piaget and Carl Rogers. Jean Piaget believed that teachers played a more active role in learning for children. In Jean Piaget’s theory he believed that teachers/facilitators guided the children into connecting information to schemas. Carl Rogers believed that children played a more active role in their learning and teachers played more of a bystander role. In Carl Rogers theory teachers/facilitators played the role of helping children figure out their own learning strategies to
Piaget’s theory is one of the most influential cognitive development theories out there. Despite being conducted and challenged (as I’ll explain in the next section), the findings have been used in a number of different contexts. Based on Piaget’s observations, the ideas have been applied in classrooms, dealing with young children. But the ideas and concept at play can also tell a lot about training and development in more general.
Tomlinson, P., Dockrell, J., Smith, L. (2003) ‘Piaget, Vygotsky and Beyond; Central Issues in Developmental Psychology and Education’ Routledge
Piaget and Vygotsky are two of the most respected, notable psychologists of the twentieth century within cognitive psychology.
Jean Piaget and Lev Vygotsky are two very well-known theorists who emphasized the development of cognition in their theories. In Piaget’s Cognitive Developmental theory, he claimed that children go through a series of stages, which he used to describe human development. In Vygotsky’s Sociocultural Theory of Learning, he believed culture and social interaction played a role in cognitive development. Although Piaget and Vygotsky both focused their theories on cognitive development they take different stances a series of developmental issues. This paper will look at the similarities and differences between these theorist’s views on critical developmental issues, such as view of human nature, mechanisms of development, and their