- Compare and contrast Paiget and Vygotsky's views on the development of children's cognition.
- What are the major differences between 'constructivist' and 'social constructivist' approaches to early childhood development?
- How does Bronfenbrenner's model help us to understand the context of development in early years?
Module 1 Reflection
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ReplyDeleteKim Prescott 3827136
ReplyDeletePiaget’s research emphasises children’s efforts to actively gain knowledge independently due to the innate structures. Piaget considered that children’s cognitive development proceeded through a series of stages. These developmental stages determined the learning that was possible. Piaget also suggested that there are three distinct categories of knowledge; physical knowledge, arbitrary or conventional knowledge and logico-mathematical knowledge.
Piaget also believed to determine a child’s developmental stage, one should determine what a child is able to perform competently and independently.
Vygotsky considered that to determine a child’s developmental level, one should consider not only a child’s actual developmental level, which a child can perform independently, one should also consider what a child can perform with assistance from and guidance. This will provide a child’s potential level of development. Vygotsky called teaching and guidance in the area between to two levels of development, teaching in the zone of proximal development.
Whereas Vygotsky believed that development was socially and culturally influenced, the quality of the interaction that occurs during learning can influence the understanding of concepts for the child. When a more competent peer of adult clearly articulates their understanding it will support a child’s understanding through sharing the knowledge.
The constructivist theory suggests that as a child is a self motivated learner, engaging in discovery learning. Children are encouraged to explore independently through spontaneous interactions with the environment. Teachers would be there to support learning by providing a stimulating and diverse environment.
In contrast, a social constructivist theory emphasises the significance of others and the interactions that occur on a child’s development. The social constructivist theory suggests that knowledge is not constructed independently, but in collaboration with others. This theory considers the importance of both participants take on the roles of learner and teacher to build knowledge collaboratively to reach a shared understanding called “intersubjectivity. This understanding allows children to internalise the knowledge and understanding to use it independently.
Brofenbrenner’s ecological systems theory examines child development within the context of the social relationships that are created within their environment. These relationships are influenced by biological, social and economic factors and all impact on the individual’s development. This theory focuses on the quality of interactions within each context to support a child’s understanding and learning. Throughout early childhood the relationships developed within the microsystem, that is family, close friends and childcare, influence attitudes and approaches to parenting.
karen you have explained this so clearly! I studied paiget when I did my teacher training,back in the 80's I can mostly remember his 'stuff' being almost clinical where as I already see Vygotsky as warmer with his emphasis on the social interactions. I dont think I can support these ideas in an essay, but a thought any way!
ReplyDeleteI compared and contrasted in a table format and wasnt able to post them up, however I did atttempt to get them to Irina via email so not sure where my reflection is. lesley
Kim:
ReplyDeleteHedges, Helen, 2000, teaching in early childhood: Time to merge constructivist views so learning through play equals teaching through play, Australian Journal of Early Childhood, Vol 25 No. 4, pp 16-21
http://find.galegroup.com.ezproxy.uow.edu.au/gtx/infomark.do?docType=IAC&finalAuth=true&contentSet=IAC-Documents&action=interpret&type=retrieve&tabID=T001&prodId=AONE&docId=A67531090&version=1.0&userGroupName=uow&Z3950=1&searchType=BasicSearchForm&source=library
Powell, Katherine C & Kalina, Cody J., 2009, Cognitive and Social Constructivism: Developing Tools for an Effective Classroom, Education, Vol. 130, Iss. 2, pp 241-251
http://ey9ff7jb6l.search.serialssolutions.com.ezproxy.uow.edu.au/?sid=CentralSearch:IAO&genre=article&atitle=Cognitive+and+social+constructivism:+developing+tools+for+an+effective+classroom.&volume=130&issue=2&title=Education&issn=0013-1172&date=2009-12-22&spage=241&aulast=Powell&aufirst=Katherine
Both Piaget & Vygotsky believed that children are active agents in their own development and that children construct their own knowledge. According to Piaget, children should be able to explore for themselves at their own pace. Children should not be hindered by educational instruction in this process. Vygotsky, on the other hand emphasized the role of social interaction in learning and development. He saw not only the child but also the adult as active agents in the process of the child’s development. The quality of the child-adult interaction was in his eyes crucial in the learning process of the children (Vialle, Lysaght & Verenikina, 2005).
ReplyDeleteFor Piaget, learning takes place in 4 developmental stages and thinking is at the centre of it. In his eyes, “language is more a by-product of intellectual development than of its roots” (Bodrova & Leong, 2007). In contrast to Vygotsky, he believed that language plays a prominent role in a child’s development “and forms the very core of the child’s mental functions” (Bodrova & Leong, 2007). Language has according to Vygotsky two functions: communication and for thinking and self-regulation. For Vygotsky, it was next to impossible to see language and cognition as separate.
Piaget and Vygotsky agree that learning should be coordinated with the child’s development level. Piaget believed that only the things a child could do independently represented his current cognitive level. Vygotsky saw this differently. According to him, a shared performance was just as creditable to determine a child’s intellectual level (Vialle, et al., 2005).
Both the constructivists and the social-constructivists see the child as an active learner. The constructivists, however, emphasize the role of the child’s independent discoveries with objects in developing higher levels of thinking. For constructivists, teaching should be aimed at what a child can do independently thus on his existing skills. The social-constructivists, on the other hand, focus on the child’s interactions with people since according to them the appropriation of cultural knowledge is essential in a child’s cognitive development. They believe that teaching should be aimed at a child’s emerging skills (Vialle, et al., 2005).
Vygotsky believed that “the social context influences more than attitudes and beliefs; it has a profound influence on how we think and what we think” (Bodrova & Leong, 2007). “The social context means the entire social milieu, everything in the child’s environment that has been either directly or indirectly influenced by culture” (Bronfenbrenner, 1977, in Bodrova & Leong, 2007). The entire social milieu has been represented in Bronfenbrenner’s model which, when combined, makes it a holistic view of child development.
References:
Bodrova, E & Leong, D.J., 2007, Tools of Mind, The Vygotskian Approach to Early Childhood Education. New Jersey: Pearson Education, Inc.
Vialle, W, Lysaght, P, & Verenikina, I, 2005, ‘The socio-cultural view: Vygotsky’, Psychology for Educators, Thomsob, Southbank Vic, p45-74.
Kim, it was very interesting to read your reflections. Like was said before you explained it so well. Thank you for posting your articles. I will try to post mine soon as well.
I just uploaded my articles underneath the heading 'week 4' on the janison website.
ReplyDeleteEmma Crewdson 2796867
ReplyDeleteModule 1
Compare and contrast Piaget’s and Vygotsky’s views on the development of child’s cognition
Piaget
- Paiget believed that children develop at set stages in a continuum of development
- Children interpret their experiences in the physical and social worlds and therefore construct knowledge, intelligence and morality
- Individual or cognitive constructivism
Vygotsky
- Children actively construct meaning based on social interactions and development is a result of the interactions between children and their social environment- parents, teachers, peers, family- as well as object such as books, toys, culturally specific practices in the classroom and at home.
- Children are active partners in interactions, constructing knowledge, skills and attitudes
What are the major differences between ‘constructivist’ and ‘social constructivist’ approaches to early childhood development?
Constructivist:
- Children actively construct knowledge based on the way they interpret experiences
- Principles of constructivist education is based on the interest, experimentation and cooperation
Social Constructivist:
- Shared learning, active co-construction of knowledge assisted or guided discovery
- Similar to the idea of teaching in the ZPD
How does Bronfenbrenner’s model to help us to understand the context of development in early years?
Bronfenbrenners model aids in the understanding of development in the early years through providing a model that outlines the process-person-context-time model.
The person-context part of this model helps us understand the importance of the relationships the child has with significant others and the relationship that they have with the environment around them and how this effects their development.
- Relationships between family member
o Stable parent relationships ensure that child grows and develops in an environment that is emotionally and socially stable, enabling the child to see and learn from the stable and supportive relationships
- Environmental stability
o It is important to provide a safe and stable family and care environment to aid in development in the early years.
o A stable environment would alter the development process and reduce the proximal processes.