This module begins out by discussing constructivism. Constructivism is a paradigm in psychology that describes learning as a process of constructing knowledge. Constructivism can be individual or social and Jean Piaget and Lev Semenvoich Vygotsky are the main theorist involved with regards to constructivism. Jean Piaget's theory comes from genetic epistemology, the idea that knowledge develops from an interaction between nature and nurture. Piaget believed thinking evolved from four factors: biological maturation (nature), active exploration of the physical environment (nurture), social experience (nurture), and equilibrium (self regulation). Adaptions to these factors can be made through assimilation--integrating new information or a new experience into an existing structure--, and accommodation--any modification of an existing scheme or formation of a new cognitive structure. Piaget had a four stage model that explained how knowledge evolves. The states are sensorimotor, pre-operational, concrete operational, and formal operational. In each stage, knowledge increased and children hit milestones as they increase in age and development. Vygotsky's theory focused on how cognitive development results from a complex interaction between heredity and environment. He emphasized the role of social interactions in the development of cognitive processes such as problem solving and memory. Vygotsky's theory revolved around what he called zones of proximal development. ZPD is the difference between children's actual development level and their level of potential development. Teachers should keep in mind that ZPDs will differ among students and that scaffolding (a temporary social support to help children accomplish a task) is driven by the learner rather than controlled by the more experienced person. The module continues by discussing how Piaget and Vygotsky view development and learning, and which comes first. Piaget believes that one must know a child's current stage before we can know what is possible to teach. Vygotsky focuses on using ZPD to explain learning. Both Piaget and Vygotsky believe that language (internalized language, not spoken) is needed for conscious thought, serves a reflective function and serves a planning function. Each theorist also believe play plays a role in cognitive development. Piaget believe that pretend play is evidence of a child understanding and ability to use symbols. Vygotsky believes that imagination play creates a ZPD in which children behave beyond their current development level and advance to higher cognitive functioning. Teachers can use these two theorist views in their classroom by considering students' developmental level when designing curricula and activities, they can encourage students to be active learners, link new concepts to students' prior knowledge, provide multiple exposures to content and recognize cultural context in learning situations.
A question I have about this module relates to the role of play in cognitive development. In the section it discusses how "allowing time for recess, which involves peer play as well as physical activity, reduces students' attention and memory demands and allows them to more efficiently process information when they return from the break." (128). I am a full believe in this sentence and believe that recess is crucial in helping not only socially but academically as well. The mind needs a break at some point. So why do teachers and administrators choose to take this away? Recess being taken away should not be a consequence for a behavior, and taking it away would go against children's minds taking a break.
Piaget says that development precedes learning because an individual must be developmentally ready to learn. The stage at which a child is in developmentally constrains on what and how much he or she can learn. Therefore, we must know a child's current stage before we can know what is possible to teach the child. Learning can come after we understand the stage that a child is in, and therefore development depends on learning. A brain researcher would say that synaptic connections and neurons rearranging constantly is what develops the learning. Brain researchers would focus on if the connections are made then learning will be present, and connected in the brain.
I believe that critical thinking would not push development according to Piaget. Piaget's model focuses on achieving milestones before progressing to the next stage. It focuses on factors being evolved, and children going through these stages on an individual basis. Development according to Piaget precedes learning because an individual must be developmentally ready to learn. Therefore, if critical thinking happens at a stage where a child isn't developmentally ready to handle it, than learning will not happen. A child must be developmentally ready to learn the material so one can understand it. Critical thinking is outside the box thinking, and formal operational stage is most likely where that would happen.
I agree with you about how recess should not be taken away!I think that some teachers might see it as taking away something that the child enjoys and finds fun as a good punishment. They do not realize that they are only hurting themselves when they take away a child's recess. Like you said students' minds need a break and taking this away could potentially make the students even more disruptive.
ReplyDeleteYou have a VERY extensive description of the chapter above, and I think it's even a bit too long. I can tell you probably tried to look through the textbook and list the important ideas that were covered, but including something like the definition of genetic epistemology gives me less information about how or why it's important as a big idea, or how it fits in with everything else. Try to limit the space you give to the description here and see what you narrow it down to. Stepping away from the book for this part helps! :)
ReplyDeleteThe reason why recess is sometimes taken away may be because of many reasons--it was a very common punishment in the past (and people continue with something that's been done simply because it's how they remember school), because of policy demands (some may think a longer school day is more efficient and raises scores), and also, many teachers aren't required to take edpsych courses which explain the cognitive importance of play! (And so a lot of instructional choices aren't actually based on psychology--which can be a very helpful tool in situations like these)
I like your explanation of development and learning from Piaget's standpoint, but be sure you can describe something like how learning happens according to Piaget. You have it in the first section, so you do know it (the accomodation/assimilation process that changes someone's schema).
Your last response is great! I think you hit on what I was hoping for--that you CAN'T push development at all (according to Piaget) and that, depending on how you define critical thinking, it may not be possible at certain stages.