Piaget+and+Vygostsky

http://www.learningandteaching.info/learning/piaget.htm Jean Piaget (1896-1980) was a biologist who originally studied molluscs (publishing twenty scientific papers on them by the time he was 21) but moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set. "Piaget's work on children's intellectual development owed much to his early studies of water snails" [|(Satterly,] 1987:622) His view of how children's minds work and develop has been enormously influential, particularly in educational theory. His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so. His research has spawned a great deal more, much of which has undermined the detail of his own, but like many other original investigators, his importance comes from his overall vision. He proposed that children's thinking does not develop entirely smoothly: instead, there are certain points at which it "takes off" and moves into completely new areas and capabilities. He saw these transitions as taking place at about 18 months, 7 years and 11 or 12 years. This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum. Whether or not //should// be the case is a different matter.  More
 * [|Piaget's Key Ideas]  ||  [|Stages of Cognitive Development]   ||
 * Piaget's Key Ideas **
 * **Adaptation ** || What it says: adapting to the world through [|assimilation and accommodation] ||
 * [|**Assimilation**] || The process by which a person takes material into their mind from the environment, which may mean changing the evidence of their senses to make it fit. ||
 * [|**Accommodation**] || The difference made to one's mind or concepts by the process of assimilation.

 Note that assimilation and accommodation go together: you can't have one without the other. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Classification ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The ability to group objects together on the basis of common features. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Class Inclusion ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The understanding, more advanced than simple classification, that some classes or sets of objects are also sub-sets of a larger class. (E.g. there is a class of objects called dogs. There is also a class called animals. But all dogs are also animals, so the class of animals includes that of dogs) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Conservation ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The realisation that objects or sets of objects stay the same even when they are changed about or made to look different. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Decentration ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The ability to move away from one system of classification to another one as appropriate. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Egocentrism ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The belief that you are the centre of the universe and everything revolves around you: the corresponding inability to see the world as someone else does and adapt to it. Not moral "selfishness", just an early stage of psychological development. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Operation ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The process of working something out in your head. Young children (in the sensorimotor and pre-operational stages) have to act, and try things out in the real world, to work things out (like count on fingers): older children and adults can do more in their heads. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Schema (or scheme) ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The representation in the mind of a set of perceptions, ideas, and/or actions, which go together. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Stage ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A period in a child's development in which he or she is capable of understanding some things but not others ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18px;">Stages ****<span style="font-family: 'Times New Roman','serif'; font-size: 18px;"> of Cognitive Development **
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Stage ** ||  **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Characterised by **  ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Sensori-motor **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;"> (Birth-2 yrs) || <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Differentiates self from objects <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Recognises 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 <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Achieves object permanence: realises that things continue to exist even when no longer present to the sense (pace Bishop Berkeley) ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Pre-operational **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;"> (2-7 years) || <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Learns to use language and to represent objects by images and words <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Thinking is still egocentric: has difficulty taking the viewpoint of others <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Concrete operational **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;"> (7-11 years) || <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Can think logically about objects and events <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Achieves conservation of number (age 6), mass (age 7), and weight (age 9) <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Classifies objects according to several features and can order them in series along a single dimension such as size. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Formal operational **

<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;"> (11 years and up) || <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Can think logically about abstract propositions and test hypotheses systemtically <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Becomes concerned with the hypothetical, the future, and ideological problems || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The accumulating evidence is that this scheme is too rigid: many children manage concrete operations earlier than he thought, and some people never attain formal operations (or at least are not called upon to use them). <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Piaget's approach is central to the school of cognitive theory known as "cognitive constructivism": other scholars, known as "social constructivists", such as [|Vygotsky] and Bruner, have laid more emphasis on the part played by language and other people in enabling children to learn. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|See here for Howard Gardner's re-evaluation of Piaget: still a giant, but wrong in practically every detail.] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">And the combination of neuroscience and evolutionary psychology is beginning to suggest that the overall developmental model is based on dubious premises. (It's too early to give authoritative references for this angle.) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">DONALDSON M (1984) //Children's Minds// London Fontana (readable and critical) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SATTERLY D (1987) "Piaget and Education" in R L Gregory (ed.) //The Oxford Companion to the Mind// Oxford, Oxford University Press [[|back]] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">WOOD D (1998) //How Children Think and Learn (2nd edition)// Oxford; Blackwell Publishing. <span style="font-family: 'Times New Roman','serif'; font-size: 10.6667px;">(up-dated 18.09.11) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|To reference this page copy and paste the text below:] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Atherton J S (2011) //Learning and Teaching; Piaget's developmental theory// [On-line: UK] retrieved 9 February 2012 from __http://www.learningandteaching.info/learning/piaget.htm__
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Piaget Reading **

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;"> Read more: [|Piaget's developmental theory] [|http://www.learningandteaching.info/learning/piaget.htm#ixzz1lw3EPrAF]

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=http://www.learning-theories.com/vygotskys-social-learning-theory.html= =[|Social Development Theory (Vygotsky)]= Summary: Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. Originator: Lev Vygotsky (1896-1934). Key terms: Zone of Proximal Development (ZPD), More Knowledgeable Other (MKO) //Vygotsky’s Social Development Theory// is the work of Russian psychologist Lev Vygotsky (1896-1934), who lived during Russian Revolution. Vygotsky’s work was largely unkown to the West until it was published in 1962. Vygotsky’s theory is one of the foundations of constructivism. It asserts three major themes: //Major themes:// Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills. //Applications of the Vygotsky’s Social Development Theory// Many schools have traditionally held a transmissionist or instructionist model in which a teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher.
 * Vygotsky’s Social Development Theory**
 * 1) Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).
 * 2) The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.
 * 3) The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone.