Introduction The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction. Research has shown that ‘structured’ math lessons in early childhood are premature and can be detrimental to proper brain development for the young child, actually interfering with concept development (Gromicko, 2011). Children’s experiences in mathematics should reflect learning in a fun and natural way. The main focus of this essay is to show the effectiveness of applying learning theories by Piaget, Vygotsky and Bruner and their relation to the active learning of basic concepts in maths. The theories represent Piaget’s Cognitivism, Vygotsky’s Social Cognitive and Bruner’s Constructivism. Based on my research and analysis, comparisons will be made to the theories presented and their overall impact on promoting mathematical capabilities in children. (ECFS 2009: Unit 5) Piaget’s Cognitive theory represents concepts that children learn from interactions within the world around them. He believed that children think and reason at different stages in their development. His stages of cognitive development outline the importance of the process rather the final product. The main concept of this theory reflects the view th... ... middle of paper ... ...ettings Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. 4 (1), Retrieved from http://ecrp.uiuc.edu/v4n1/kirova.html Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism: Implications from theory for instruction and assessment. Constructivism in the Human Sciences, 9(1), 67-90. Retreived from: http://www.teach.valdosta.edu/whuitt/brilstar/chapters/cogdev.doc Mc Leod, S. (2007). Lev Vygotsky. Retrieved from: http://www.simplypsychology.org/vygotsky.html Takaya, K. (2008). Jerome Bruner’s theory of education: From early Bruner to later Bruner. 39(1), 1-19. doi: 10.1007/s10780-008-9039-2 Ozer, O. (2004, December). Constructivism in Piaget and Vygotsky. (48), Retrieved from http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in-Piaget-and-Vygotsky
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
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
For this assignment I have chosen Jean Piaget’s cognitive development theory and Erik Erikson’s psychosocial development theory.
Powell, K. Kalina, C. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250. Retrieved from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=1937522441&Fmt=7&clientId=22212&RQT=309&VName=PQD. (Document ID: 1937522441).
Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from http://www.edpsycinteractive.org/topics/cogsys/piaget.html
Piaget’s stage theory of cognitive development demonstrates a child’s cognitive ability through a series of observational studies of simple tests. According to Piaget, a child’s mental structure, which is genetically inherited and evolved, is the basis for all other learning and knowledge. Piaget’s
Jean Piaget is a Switzerland psychologist and biologist who understand children’s intellectual development. Piaget is the first to study cognitive development. He developed the four stages of cognitive development: the sensori-motor stage, preoperational stage, the concrete operational and the formal operational stage. Piaget curiosity was how children cogitate and developed. As they get mature and have the experience, children’s will get knowledgeable. He suggested that children develop schemas so they can present the world. Children’s extend their schemas through the operation of accommodation and assimilation.
Piaget’s theory was guided by assumptions about how a learner interacts with their own environment and how they integrate new knowledge and information into existing knowledge. 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 it gives children a great deal of hands-on practice, by using concrete props and visual aids.
Ward (2005) explores writing and reading as the major literary mediums for learning mathematics, in order for students to be well equipped for things they may see in the real world. The most recent trends in education have teachers and curriculum writers stressed about finding new ways to tie in current events and real-world situations to the subjects being taught in the classroom. Wohlhuter & Quintero (2003) discuss how simply “listening” to mathematics in the classroom has no effect on success in student academics. It’s important to implement mathematical literacy at a very young age. A case study in the article by authors Wohlhuter & Quintero explores a program where mathematics and literacy were implemented together for children all the way through eight years of age. Preservice teachers entered a one week program where lessons were taught to them as if they were teaching the age group it was directed towards. When asked for a definition of mathematics, preservice teachers gave answers such as: something related to numbers, calculations, and estimations. However, no one emphasized how math is in fact extremely dependable on problem-solving, explanations, and logic. All these things have literacy already incorporated into them. According to Wohlhuter and Quintero (2003), the major takeaways from this program, when tested, were that “sorting blocks, dividing a candy bar equally, drawing pictures, or reading cereal boxes, young children are experienced mathematicians, readers, and writers when they enter kindergarten.” These skills are in fact what they need to succeed in the real-world. These strategies have shown to lead to higher success rates for students even after they graduate
Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis .
I believe that learning mathematics in the early childhood environment encourages and promotes yet another perspective for children to establish and build upon their developing views and ideals about the world. Despite this belief, prior to undertaking this topic, I had very little understanding of how to recognise and encourage mathematical activities to children less than four years, aside from ‘basic’ number sense (such as counting) and spatial sense (like displaying knowledge of 2-D shapes) (MacMillan 2002). Despite enjoying mathematical activities during my early years at a Montessori primary school, like the participants within Holm & Kajander’s (2012) study, I have since developed a rather apprehensive attitude towards mathematics, and consequently, feel concerned about encouraging and implementing adequate mathematical learning experiences to children within the early childhood environment.
Piaget’s Theory of Cognitive Development focuses on the concept of schemas and cognitive thought that helps an individual organize knowledge and understand the world in comparison to Erikson’s theory which focuses on conflicts that arise between and within the ego. Accommodation and assimilation occur throughout Piaget’s theory as a result of children
Towers, J., Martin, L., & Pirie, S. (2000). Growing mathematical understanding: Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Annual Meetings of North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 225-230.
Allowing children to learn mathematics through all facets of development – physical, intellectual, emotional and social - will maximize their exposure to mathematical concepts and problem solving. Additionally, mathematics needs to be integrated into the entire curriculum in a coherent manner that takes into account the relationships and sequences of major mathematical ideas. The curriculum should be developmentally appropriate to the
One hundred years ago, Jean Piaget (1896-1980) was a young man developing new insights about learning. He was one of a handful of constructivist-minded writers and educational theorists of the time. Learning theories open educators up to new ideas. They are necessary to expand our knowledge of how learning works. Piaget’s work is a well-tested and educators around the world should be aware of Piaget’s Theory of Cognitive development in particular because it will improve the quality of their teaching. Once a teacher knows this theory, they can plan lessons appropriate to their students’ cognitive ability and build upon students’ earlier knowledge in a constructivist way.