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captpeckerwood007
respond to your classmates post: post: Jean Piaget and Lev Vygotsky…
respond to your classmates post:
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Jean Piaget and Lev Vygotsky developed theories of cognitive development that forever altered the way people understand child learning. However, their theories are more dissimilar than similar in many ways. Piaget’s theory claimed that children primarily learn through their experiences and interactions with the world. Vygotsky’s theory asserts that children primarily learn through social interaction. Piaget’s theory of cognitive development involves four stages. The first stage is Sensorimotor (birth to two years), the second is preoperational (two to seven years), the third is concrete operational (seven to eleven years), and the final stage is formal operational (11 years to adulthood). Unlike Piaget’s theory, Vygotsky’s theory does not include identifiable stages of development. Rather, he created concepts and ideas to explain how children develop; zone of proximal development, scaffolding, and ideas regarding the role of language. Amongst other differences, they have conflicting views on the private speech of children. Piaget believed children talking to themselves was a sign of immaturity while Vygotsky believed self- talk was essential in child development. What these two have in common is both of their theories focused on cognitive development, both believed that language plays a role in cognitive development, and that children have a hand in their own learning (Santrock et al., 2020).
If I were a second-grade teacher creating a math lesson plan based on Piaget’s theory of cognitive development, it would include the use of physical objects to help them grasp the concepts of adding and subtracting. For example, I would use toys. While teaching them 1 + 1 = 2 I would pick up one toy and demonstrate the addition of another toy in the same category. One truck plus another truck equals two trucks. I would then do the same with addition. Second graders are between the ages of seven and eight. Therefore, they would fall under Piaget’s concrete operational stage. In this stage children begin understanding seriation, conservation, and can think more logically overall (McLeod, 2018). So, after some repetition and practice they would be able to grasp the concepts of addition and subtraction by physically witnessing the demonstrations of the taking away and addition of trucks.
Incorporating Vygotsky’s theory of cognitive development, I would assess each students ZPD by giving them math problems to do on their own. Students who ask for help would be given more attention and help from me depending on each of their needs and levels of understanding. I would use Vygotsky’s concept of scaffolding by starting off with giving direct instructions and then slowly letting them complete problems on their own. I would also encourage them to walk through problems themselves using private speech and fingers (Santrock et al., 2020).
QTTC: In the classroom setting, which theory is applied more in today’s schools?
References
Santrock, J., Deater-Deckard, K., & Lansford, J. (2020). Child Development: An Introduction (15th ed.). McGraw-Hill Higher Education (US). https://ambassadored.vitalsource.com/books/9781260425772
McLeod, S. A. (2018, January 14). Concrete operational stage. Retrieved from www.simplypsychology.org/concrete-operational.html
Supplemental Link:
https://www.people.wm.edu/~mxtsch/Teaching/JCPE/Volume1/JCPE_2008-01-09.pdf
