Module 7
explains how constructivism could be individual, or in a social setting. The
two different types of construction differ from an individual person learning
from experience, rather than a group of people sharing their cultures and
experiences. Piagets studies surrounded the use of individual constructivism
while Vygotsky focused on social and cultural interactions effecting learning.
Also, Piaget’s four stages of knowledge was important in this module, these
include sensorimotor, pre-operational, concrete operational, and formal
operational. These describe the different stages that children’s brains are
working. Piaget believed that is a continuous progression from each stage to
the next. Vygotsky described how the culture impacts cognitive development by
his, Zone of Proximal Development is the childs development of what their
potential could be.
Piaget
has children going through sensorimotor, preoperational, concrete operational,
and formal operational phases. Learning and development are a progression of
maturation of time. Learning is takes place in each of the phases continuously.
A brain researcher may describe learning with neurons connecting and pruning
and not put their development into stages.
Piaget
says that development is a biological maturation and critical thinking would
not change that.
Careful about bringing in the brain when discussing either Piaget or Vygotsky. It's not strictly what they're describing in their theories.
ReplyDeleteI like your big idea description here. Do you think the theorists are absolutely divided between the individual/social?
I don't quite understand how you're describing the difference between development and learning here. What is it? You say they are a progression of maturation of time, but what does that mean? It is true that learning takes place in all stages. What else might a brain researcher disagree with?