jean piaget & lev...
TRANSCRIPT
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Jean Piaget &
Lev VygotskyChild’s World
Hilhi
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Focus/Essential Question
How might one’s personal beliefs and
behaviors affect the development of a
child?
Is a belief a theory?
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Introduction to
Developmental Theories
Researchers and educators hold several distinct sets of beliefs, or theories, about how children grow and develop.
One theory holds that children simply mature as they grow older.
Another is that the environment shapes what children become.
(Nature v. Nurture)
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Theories defined A theory is a system of beliefs about
something.
A child development theory is an integrated
collection of beliefs about why children
behave, think, and feel as they do.
How a teacher responds to incidents
depends on what he or she believes about
why a student behaves as he does. The
teacher's decisions will also depend upon his
or her theory about the child's development
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No single universally accepted theory
exists
Theories about children are extremely
practical
A theory can guide professional practice
by ensuring that there is an underlying
purpose for classroom routines and that
the process of educating young children is
carried out consistently
http://nwscc.cc.al.us/childdevelopment/CHD201Theories.htm
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Major Child Development Theorists Jean Piaget – Children must be given learning tasks appropriate to their
level of development.
Lev Vygotsky – Children should be given the opportunity for frequent social interaction. Social contact is essential to intellectual development.
Erik Erikson – Parents & other caregivers must be aware of, and sensitive to, children’s needs at each stage of development and support them through crises.
B.F. Skinner – Parents and other caregivers can affect a child’s behavior through the use of negative and positive feedback.
Albert Bandura – Caregivers must provide good examples for children to follow.
Urie Bronfenbrenner – Child’s primary relationship with a caregiver needs to be stable, loving, and lasting. Environment affects development.
Arnold Gesell - Development genetically determined by universal “maturation patterns” which occur in a predictable sequence.
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Rational For Understanding
Jean Piaget and Lev Vygotsky
Jean Piaget and Lev Vygotsky’s theories are different but each theorist’s view on how people learn and gain knowledge has helped educators, parents, social workers, psychologists, researchers and policy makers understand children, how they learn and how to help them.
Their theories helped define the concepts/milestones you learned as vocabulary.
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Unit Learning Targets
Explain how people learn.
Demonstrate an understanding of Jean
Piaget’s stages of cognitive development.
Determine the differences between Jean
Piaget and Lev Vygotsky’s theories of
cognitive development.
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Introduction -
Piaget & Vygotsky
Lev Vygotsky (click here for video clip)
Piaget (click here for video clip)
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Lev Vygotsky
Lev Vygotsky was born in Russia in 1896.
He died at the young age of 37 from tuberculosis.
Due to his early death, most of his theories were left undeveloped.
His work in the last 10 years of his life has become the foundation of much research and theory in cognitive development.
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Social Interaction Influences Cognitive Development
Biological and Cultural Development do not occur in Isolation
Language plays a major role in Cognitive Development
Overview of Social Development
Theory
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What is the Zone of
Proximal Development?
The area of learning that a
more knowledgeable other
(MKO) assists the student in
developing a higher level of
learning.
The goal is for the MKO to
be less involved as the
student develops the
necessary skills.
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Scaffolding Vygotsky defined
scaffolding instruction as the “role of teachers and others in supporting the learners development and providing support structures to get to that next stage or level” (Raymond, 2000).
Teachers provide scaffolds so that the learner can accomplish certain tasks they would otherwise not be able to accomplish on their own (Bransford, Brown, & Cocking, 2000).
The goal of the educator is for the student to become an independent learner and problem solver (Hartman,
2002).
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Jean Piaget (1896-1980)
Born in Neuchâtel (Switzerland)
August 9, 1896.
Died in Geneva on September 16, 1980.
Studied natural sciences at the University of Neuchâtel where he obtained a Ph.D.
His researches in developmental psychology and genetic epistemology had one unique goal: how does knowledge grow?
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Piaget’s Theory
Cognitive development occurs in 4
stages.
Learning tasks should be given to a child
that they can do independently from an
adult.
The tasks should be age/developmentally
appropriate.
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Sensorimotor Stage (0-2 years)
Differentiates self from objects
Recognizes 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
Achieves object permanence: realizes that things continue to exist even when no longer present to the sense (pace Bishop Berkeley)
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Sensorimotor Substages Substage 1 – Practicing Reflexes
Substage 2 – Repeating New Learnings
Substage 3 – Beginning to Control their World
Substage 4 – Applying Learnings to Solve
Complex Problems
Substage 5 – Discovering New Ways to Solve
Problems
Substage 6 – Beginning of Thought
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Preoperational Stage (2-7
years)
Before logical thought
Beginning of symbolic thinking
Thinking is still egocentric: has difficulty
taking the viewpoint of others
Classifies objects by a single feature
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Concrete Operational (7-11
years)
Children begin to think logically, but base
logic on past experiences.
Achieves conservation of number (age 6),
mass (age 7), and weight (age 9)
Classifies objects according to several
features (seriation)
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Formal Operational (11-adult)
Can think logically about abstract
propositions and test hypotheses
systematically
Becomes concerned with the
hypothetical, the future, and ideological
problems
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Compare / Contrast
As a table group you will now create a group
compare/contrast paragraph of Jean Piaget and
Lev Vygotsky’s theories of cognitive development.
Piaget Vygotsky