Module 7 Blog Post 1
The module discussed cognitive development through
constructivist theories focusing on the theories of Piaget and Vygotsky. While
many of Piaget’s theories focus on the individual, Vygotsky focuses more on
social interactions. Piaget’s stage
model has four categories. Stage one is
called sensorimotor and occurs from birth to two years old. The main concept of this stage is that
individuals are slowly gaining knowledge of object permanence, which is the
concept of knowing an object or person still exists even if it’s not
visible. The next stage is
pre-operational occurring between the ages of 2-7. In this stage individuals
are still limited to one-way thinking. Centration is important because individuals
can’t focus on two dimensions at the same time.
Egocentric is another characteristic of this stage in which individuals
think primarily of themselves. In this
stage individuals still haven’t developed conservation, which is the ability to
realize that a quantity is the same once it changes shapes. Concrete operation stage takes place from
7-11 years old; in this stage children have developed conservation and begin to
think logically with concrete materials.
The final stage from 11 to adulthood is formal operational, which is a
stage characterized by abstract learning and reasoning. Vygotsky created the Zone of Proximal
Development. This zone focuses on the
need for an older individual to help guide the students learn unlike Piaget’s
theory of learning through peers.
What theories are used more in learning Piaget or Vygotsky
and why?
According to Piaget development involves acquiring concepts
spontaneously through natural experiences and learning involves applying the
newly developed cognitive structures to new situations. Piaget says that development comes before
learning because a child must be developmentally ready to learn.
According to Piaget critical thinking would not push
development because a child’s stage of development determines what and how much
they can learn from instruction. Piaget
believes we must know a child’s current stage before we know what concepts we
can teach them. On the other hand,
Vygotsky does believe that critical thinking pushes development. Through theoretical learning students can
develop at higher levels.
In regards to your question, I feel like there really is no definite answer. Every teacher teaches in a unique way and incorporates Piaget and Vygotsky in their own way. I feel that both theories are used in learning. We see Piaget's theory in the way children act and how they learn, especially in the different stages of development. Teachers take into account the different stages and use that to teach students and help them overcome things such as egocentrism and centration.
ReplyDeleteWe also see Vygotsky in learning, especially in younger children when it comes to play and pretend play. But scaffolding is seen in all grades and ages. Many times, older students or students who are especially good at a particular subject or task will work with and help students who are not as good. Because of this, I believe that both theories are used in learning in a somewhat equal amount.
I think Katie is right about your question. When I talk to practicing teachers, they all seem to display some aspect of both in their classroom (although some teachers think the only important part of Vygotsky's theory is the ZPD--when that's not true at all!! Hopefully we'll go further next week!) There are definitely educational researchers that are in the pure Piaget camp (and it's because they focus on the structures built in the mind) or pure Vygotsky camp (if they are interested only in influences of culture and social language), but in practice, it's always a blend.
ReplyDeleteYour distinction between Piaget and Vygotsky is a bit fuzzy--hopefully it will clear up this week. Vygotsky's theory focuses on how we learn first through the social world and then it is eventually internalized (and constructed). The big distinction (as you discuss at the end) is that Vygotsky thinks you CAN push a child through challenging them with something they cannot do alone, rather than waiting for them to become capable of thinking in a more advanced way.... The ZPD is a theoretical space between what a child can do on their own for a particular skills, and what they could achieve with assistance. With time, and interaction with others, the child may internalize this learning, to where 'what they can do alone' is the advanced skill.
I like your last section here! Yes, depending on how you define critical thinking, Piaget might say some children aren't capable of it, AND you can't push development in any way. Vygotsky would advocate challenging children with difficult tasks.