Module 7 Blog Post 1

This module focused on cognitive development and how it is related to learning. Constructivism was a major theme of this module, and different constructivist theories were discussed. The main theories that were discussed were Piaget’s Theory and Vygotsky’s Theory. Piaget proposed an idea of genetic epistemology, which is the idea that knowledge develops from an interaction between nature and nurture. Piaget states that all children’s thinking evolves from biological maturation, active exploration of the physical environment, social experiences, and equilibration. Piaget also states that there are four stages of development- sensorimotor, pre-operational, concrete operational and formal operational. Each stage has specific characteristics, though learning is continually happening, even between stages. 

Vygotsky believed that cognitive development resulted from an interaction between environment and heredity. He also emphasized the importance of social interactions. Zygotsky came up with the Zone of Proximal Development, which is the difference between what an individual can accomplish independently and what he or she can learn with assistance from more capable individuals. Vygotsky believed learning (especially in school) helps children’s development gradually move from one level to the next. Both Vygotsky and Piaget argued that play was extremely important in children’s cognitive development. 

Teachers can apply cognitive development in many ways. First, they can keep in mind the students’ different levels of thinking , especially when it comes to making lesson plans or thinking of projects. Teachers can also encourage play (which may only work in younger grades), and could encourage students who are exceptionally well at a certain subject or task to work with students who are so good, which is based on Vygotsky’s idea of scaffolding.

What is the main difference between Piaget’s and Vygotsky’s theories?

According to Piaget, development precedes learning, because an individual must be developmentally ready to learn. Development involves acquiring concepts spontaneously through natural experiences, and learning involves applying those newly developed cognitive structures to new situations. The developmental stage that the child is in directly determines what he or she is able to learn. A brain researcher would say that learning is caused by making neural connections in the brain and myleinating those connections. 

According to Piaget, critical thinking would not push development. Piaget believed that development precedes learning. He stated that an individual must be developmentally ready to learn. Piaget’s theory focuses on stages, specific characteristics, and objectives that are reached before moving on to the next stage. Because of this, development would not be pushed by critical thinking. If a child is not developmentally ready for the type of thinking, they will not gain or learn anything from it. Using the example from class today, if a young child is given a riddle that requires “out-of-the-box” and critical thinking, they will not develop from it at all if they are not developmentally ready to tackle such a riddle or task.