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Vygotsky Learning Theory

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Learning Theory and The Role It Plays in Education Introduction Learning theories are used every day in classrooms all over America, educational theorist Lev Vygotsky, Jean Piaget, Benjamin Bloom and Jerome Bruner introduced constructivism and social constructivism theories (cognitive development, social development, and developmental). The theories developed by Vygotsky, Piaget, Bloom, and Bruner share similarities and differences, and throughout the years have been compared for educational discoveries. Learning theories are extremely important for educators, because learning is an active process. Theorist/Theory #1 Lev Vygotsky and the Zone of Proximal Development (ZDP), is the belief that students learn from adults who are more advanced …show more content…

Blooms purpose was to promote higher forms of thinking and analyze critical task. Bloom thought education should be more than memorizing (rote learning). Bloom designed three learning domains; Cognitive (knowledge), Affective (self), and Psychomotor (skills), which is the reason teachers today have students participate in productive struggle. The teacher (parent or adult) teach the students a new concept, in which the adult offers a lot of support (the student is very dependent on the adult for support) then with the help of the teacher the student is moving to work independently. Bloom understood that education required principles, procedures, concepts, and processes that required the student to think, question, explore. By simply providing rote learning students will never reach the higher levels of thinking required by colleges and in everyday …show more content…

Theories that as future educator will need to be understood and explored. Some if not all these theory’s will be used in the classroom. Vygotsky, Piaget, Bruner, and Bloom all set out to establish a foundation for education, whether through building skills such as pre-reading, language, vocabulary, and numeracy. It becomes the educators job to implement theories into the classroom for children's cognitive development. The theorist discussed in this paper, have had made a profound effect on

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At the time it was fun, but now he sees that it was where “[he] realized what it felt like to propose a generalization, restate and respond to a counterargument, and perform other intellectualizing operations” (Graff, 2013, p.248). Although in school his intelligence was not recognizable, interacting socially and sports strategizing prepared him for life outside of school. His understanding of the conflicting classes in his neighbourhood and how to navigate them was a true test of intellect requiring skills not obtained behind a

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In this paper will be comparing three different Cognitivist theories after reading the story Kermit and the Keyboard. There are three theories will be focusing on the cognitive information being process, Prospective of International Theories, and the Piagetian prospective. The main points of each prospective will be discussed and how it relates to the story. Also, will be using the Piagets theory, and Bruner, Vygotsky theories and discussing how would apply it to helping children in school in their reading and math. The ways the cognitive theory will be beneficial and any limitations using this theory will be elaborated in details.

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Curriculums Fostering Cognitive Development Early childhood education programs provide children with essential cognitive development. These programs provide parents with a sense of relief that their child or children will receive the needed skills to foster successful cognitive development. Piaget’s theory provides early childhood programs with information for fostering cognitive development in young children. If early childhood programs use curriculums that follow Piaget’s theory, then this is a step in the right direction for cognitive development.

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This also supports Piaget’s theory of Cognitive Development by allowing students to work on cognitive structures and schemas. This pedagogical decision supports concrete-operational students by allowing students to think through problems, with the help of guided instruction, more

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Vygotsky’s ideas concerning Zone of proximal Development (ZPD) is an expression of the basic proposition that he sets out to convey, cognitive development is not a process that occurs spontaneously nor can it merely be explained by children’s interactions with the physical environment. It occurs because the child is embedded in a social context, surrounded by people with greater expertise willing to share their knowledge. This provides strong support for the inclusion of cooperative learning strategies in the classroom instruction. According to key literature, modern cooperative learning primarily began in 1966 (Johnston & Johnston, 2009), with the application of social interdependence theory becoming one of the most successful and widespread applications of social and educational psychology to practice. Johnson and Johnson (2009)

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The main three learning theories I witnessed included humanistic, behaviouristic and constructivist techniques. After seeing various teaching methods which included some or all of these theories. A realisation I came to was that learning develops in a multitude of different ways, which normally depends on the teacher’s style. When considering what teaching method, I will adopt. I now believe that I cannot always portray the constructivist or humanistic approach I strongly support.

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Theoretical Framework This study was anchored on the Constructivist Theory. Constructivism is defined by Cunanan-Cruz (2002) as an educational theory whereby learners construct their own knowledge by a natural ability to think, by learning from the environment, or by combination of both natural ability and environmental influences, where the result is an autonomous, intellectual learner. Constructivism influences instructional theory by encouraging discovery, hands-on, experiential, collaborative, project-based, and task-based learning. It has roots in cognitive psychology and biology and is an approach to education that lays emphasis on the ways knowledge is created while exploring the world. Exemplars of constructivist theory may be found in the works of John Dewey, Maria Montessori and David Kolb.

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There are two theorists associated with cognitive development; Piaget and Vygotsky. Piaget believes that things children learn and do are organized as schemes, groups of similar actions and thoughts are repeated in response to the environment. Vygotsky believes that thoughts and language are separate functions for infants and toddlers. This is important for me to know because when teaching my first graders using Piaget’s belief that children curiosity to adapt to their environment, will help me in setting up my classroom so as to provide the friendliest environmental atmosphere. Another useful belief of Piaget that I intend to use, is by exploring and manipulating physical objects, children gain a relationship with their physical environment.

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Introduction “Learning is not development; however, properly organized learning results in mental development and sets in motion a variety of developmental processes that would be impossible part from learning. Thus, learning is a necessary and universal aspect of the process of developing culturally organized, specifically human, psychological functions” (Vygotsky, 1978, p. 90). The Russian psychologist of the early twentieth century, Lev Vygotsky, laid down the foundation for an entire school of thought to later be known as the socio-cultural perspective on human development. Vygotsky differentiated himself from other psychologists of the time by placing an emphasis on societies influence on development and the processes by which development

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In this essay I will address Piagetian Theory, the cognitive performance of children from age seven to eleven, (the concrete operational period), and Vygotsky’s sociocultural theory of cognitive development. This essay will begin by analysing Piagetian Theory. Cognitive development cannot

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As for Piaget, interaction with peers is more effective than those with people carrying higher skills and capabilities. The reason is that peers’ ability is almost equivalent with each other. So that it is not stressful for people to express different views. Consequently, cognitive development is promoted by interaction with peers through cognitive conflicts. On the contrary, cognitive development is motivated by interaction with people such as teachers and parents in Vygotsky’s theory (Vygotsky,1978).

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In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their

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According to Thomas (2005), Piaget 's theory was based upon both the natural maturation of the child and stages, which means the concept of the child’s readiness is paramount; which is when certain topics should be taught. According to Piaget there are certain concepts that should not be taught to a child until he or she has reached the appropriate stage of cognitive development. Secondly, assimilation and accommodation require the child to be actively engaged, because Piaget believed that problem-solving skills can only be discovered by the learner, not taught (pp. 216-9). Furthermore, Piaget conceived the classroom as being student-centered with the teacher as the facilitator, one who: emphasizes the learning process, not the results; guides the lesson; uses collaborative and individual activities, devises meaningful learning problems, and creates tasks suitable for the child’s level of development (Schcolnik, Kol, & Abarbanel, 2016, p.

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(refer to Figure 1 in Appendix 1). All of them focus on the development of complex thinking skills. First at all, Piaget’s cognitive development theory is the most essential theory among others (Müller et al., 2009 and Scholnick et al., 1999 as cited in Lourenço, 2002, pp.281-295). This theory aims to explain the mechanisms and processes of children in understanding and discovering the world. There are 3 basic elements in theory of cognitive development which are schema, assimilation and accommodation.

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Also, they both had some interest in philosophy. Their views help enhance the similarities and differences providing in their theories. The first theorist introduced is Piaget and his theory was based on “the understanding of how children and adolescents think and learn” (198). The second theorist introduced is Vygotsky and his theory was influenced by Karl Marx’s proposal “that historical changes in society have significant impact on how people think and behave” (215).

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