Jean Piaget & Lev Vygotsky Child s World Hilhi
Rational For Understanding Jean Piaget and Lev Vygotsky Jean Piaget and Lev Vygotsky s theories are different but each theorist s view on how people learn and gain knowledge has helped educators, parents, social workers, psychologists, researchers and policy makers understand children, how they learn and how to help them. Their theories helped define the concepts/milestones you learned as vocabulary.
Unit Learning Targets Explain how people learn. Demonstrate an understanding of Jean Piaget s stages of cognitive development. Determine the differences between Jean Piaget and Lev Vygotsky s theories of cognitive development.
Introduction - Piaget & Vygotsky Lev Vygotsky (click here for video clip) Piaget (click here for video clip)
Lev Vygotsky Lev Vygotsky was born in Russia in 1896. He died at the young age of 37 from tuberculosis. Due to his early death, most of his theories were left undeveloped. His work in the last 10 years of his life has become the foundation of much research and theory in cognitive development.
Overview of Social Development Theory Social Interaction Influences Cognitive Development Biological and Cultural Development do not occur in Isolation Language plays a major role in Cognitive Development
What is the Zone of Proximal Development? The area of learning that a more knowledgeable other (MKO) assists the student in developing a higher level of learning. The goal is for the MKO to be less involved as the student develops the necessary skills.
Scaffolding Vygotsky defined scaffolding instruction as the role of teachers and others in supporting the learners development and providing support structures to get to that next stage or level (Raymond, 2000). Teachers provide scaffolds so that the learner can accomplish certain tasks they would otherwise not be able to accomplish on their own (Bransford, Brown, & Cocking, 2000). The goal of the educator is for the student to become an independent learner and problem solver (Hartman, 2002).
Jean Piaget (1896-1980) Born in Neuchâtel (Switzerland) August 9, 1896. Died in Geneva on September 16, 1980. Studied natural sciences at the University of Neuchâtel where he obtained a Ph.D. His researches in developmental psychology and genetic epistemology had one unique goal: how does knowledge grow?
Piaget s Theory Cognitive development occurs in 4 stages. Learning tasks should be given to a child that they can do independently from an adult. The tasks should be age/developmentally appropriate.
Sensorimotor Stage (0-2 years) Differentiates self from objects Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realizes that things continue to exist even when no longer present to the sense (pace Bishop Berkeley)
Sensorimotor Substages Substage 1 Practicing Reflexes Substage 2 Repeating New Learnings Substage 3 Beginning to Control their World Substage 4 Applying Learnings to Solve Complex Problems Substage 5 Discovering New Ways to Solve Problems Substage 6 Beginning of Thought
Preoperational Stage (2-7 years) Before logical thought Beginning of symbolic thinking Thinking is still egocentric: has difficulty taking the viewpoint of others Classifies objects by a single feature
Concrete Operational (7-11 years) Children begin to think logically, but base logic on past experiences. Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies objects according to several features (seriation)
Formal Operational (11-adult) Can think logically about abstract propositions and test hypotheses systematically Becomes concerned with the hypothetical, the future, and ideological problems
Compare / Contrast As a table group you will now create a group compare/contrast paragraph of Jean Piaget and Lev Vygotsky s theories of cognitive development. Piaget Vygotsky