Piaget VygotskyBelieved that development occurred in distinct stages and that each must be reached in order.Did not believe that development occurred in distinct stages.Believed that development precedes learning.Believed that social learning precedes development.Believed that development begins in the individual and continues to the social world.Believed that development begins in the social world and gradually becomes internalized in the individual.Believed that egocentric speech serves to prove that children are self-centred and not able to see from any point of view but their own.Believed that egocentric speech occurs as children progress from language as a tool used to communicate socially to language as private speech and then inner speech (thought). Focused little on language as a tool of cognitive development.Strong focus on language as a tool of cognitive development.Believed that language is driven by thought. Believed that thought is driven by language.Believed that the pace of cognitive development is dictated by the child’s level of maturation.Believed that children are born with innate elementary functions. Believed that children learn independently.Believed that children depend on social interaction to learn (zone of proximal development). Believed that the child takes on the role of scientist.Believed that the child takes on the role of apprentice. Believed that development is the same in every child.Believed that development varies depending on cultural differences.
(Piaget and Vygotsky, Week 4, ECE1075) (MacLeod 2007) (Psychology Wiki)
Similarities between Piaget’s and Vygotsky’s Theories:
Both theories focused on cognitive development.Both believed that cognitive conflict can initiate and further development.Both believed that egocentric speech is vital to the process of cognitive development.Both believed the child is an active participant in his or her own learning.Both believed that the course of development declines with age.Both believed the role of biology plays a part in cognitive development.Both believed the role of language plays a part in cognitive development.
COGNITIVE DEVELOPMENT: PIAGET S THEORY AND VYGOTSKY S SOCIOCULTURAL VIEWPOINT PIAGET S THEORY OF COGNITIVE DEVELOPMENT Genetic epistemology experimental ... – PowerPoint PPT presentation
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Theories of Development Piaget and Vygotsky Edwin D. Bell Winston-Salem State University Topics Aspects/issues of development Piaget Vygotsky Human Development Refers ... – PowerPoint PPT presentation
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Title: Theories of Development Piaget and Vygotsky
1
Theories of Development Piaget and Vygotsky
- Edwin D. Bell
- Winston-Salem State University
2
Topics
- Aspects/issues of development
- Piaget
- Vygotsky
3
Human Development
- Refers to how and why people grow and adapt, and
change over the course of their lifetimes. - One of the first requirements of effective
teaching is that teachers understand how students
think and how they view the world.
4
Issues of Development
- Nature vs nurture is development predetermined
at birth, by heredity and biological factors, or
is it affected by experience and other
environmental factors. - Continuous and discontinuous theories how
change occurs.
5
Piagets Basic Assumptions
- Children are active and motivated learners,
i.e., they naturally curious about their world
(Ormrod, 2008). - Children construct knowledge from their
experiences (constructivism) - Interactions with the physical and social
environment is critical for cognitive growth
(Ormrod, 2008)
6
Piaget Theory of Cognitive Development
- Constructivism
- Schemes (schemata) patterns of behavior and
thinking. - Adaptation/learning is the process of adjusting
schemes to the environment by means of
assimilation and accommodation Ormrod, 2008,
Slavin, 2003).
7
Assimilation
- Is the process of understanding a new object or
event in terms an existing schema Ormrod, 2008)
8
Accommodation
- Is modifying an existing scheme in light of new
information, or - Creating a a new scheme (Ormrod, 2008)
9
Equilibration
- Situations that cannot be handled by existing
schemes produce a disequilibrium. Restoring
balance is called equilibration. According to
Piaget learning depends on this process (Slavin,
2003).
10
Piagets Stages of Cognitive Development
- Sensorimotor Birth to 2 years
- Preoperational 2 7 years
- Concrete operational 7 11 years
- Formal operations 11 years to adulthood
(Slavin, 2003)
11
Issues of Piagets Stages of Development
- reflexes inborn, automatic responses to
stimuli. - object permanence the fact that an object
exists even if it is out of sight. - Conservation the concept that certain
properties of an object remain the same
regardless of changes in other properties
(Slavin, 2003)
12
Vgotskys View of Cognitive Development
- It is based on two key ideas
- Intellectual development can only be understood
in terms of a childs historical and cultural
context. - Development depends on the sign systems that
individuals have available to them e.g., the
cultures language, writing system, or counting
system (Slavin, 2003).
13
Vygotskys Basic Assumptions
- Adults convey to children through conversation
how their culture interpret and responds to the
world. - Every culture transmits physical and cognitive
tools for daily living. - Thought and language become increasing
interdependent in the first years of life
(Ormrod, 2008).
14
Vygotskys Basic Assumptions (continued)
- Complex mental processes begin as social
activities, children transform the processes that
they use in social activities into their own
internal mental activities (Internalization). - A child can perform more challenging activities
when they have assistance from a more competent
person (Ormrod, 2008).
15
Similarities and Differences to Piaget
- In contrast to Piaget Vgotsky believed that
cognitive development is strongly linked to the
input that children receive from others. - Similar to Piaget, Vgotsky that the development
of the sign system was invariant for all children
(Slavin, 2003)
16
How Development Works
- Vgotskys theory suggests that learning precedes
development learning involves the acquisition
of signs by means of instruction and information
from others. Development involves the childs
internalizing these signs so as to be able to
think and solve problems without the help of
others. self-regulation (Slavin, 2003, p. 44)
17
Private Speech
- Turns shared knowledge into personal knowledge
- You can observe children talking to themselves
- Later that private speech become silent and can
be very useful in learning complex tasks (Slavin,
2003)
18
Zone of Proximal Development
- This is where learning occurs
- Tasks that children cannot accomplish by
themselves, but could do with the help of adults
or peers (Slavin, 2003)
19
Scaffolding
- Typically, scaffolding means providing a child
with a great deal of support during the early
stages of learning and then diminishing support
and having the child take on increasing
responsibility ( Slavin, 2003, pp. 45-46)
20
Implications of Vygotsky
- Cooperative Learning among groups of students
with differing levels of ability - Emphasis on students taking more and more
responsibility for their own learning
21
References
- Ormrod, J. E. (2008). Educational Psychology
Developing Learners, 6th. Upper Saddle, NJ - Pearson. Merrill, Prentice-Hall.
- Slavin, R. (2003). Educational Psychology Theory
and Practice and Practice, 7th. - Boston, MA Allyn and Bacon.
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