Cognitive development perspectives, Jean Piaget, Lev Vygotsky, young children's learning patterns, children's cognitive development
Teacher preparation with regard to teaching students is a very sensitive issue and there is need to consider the cognitive development perspectives of Jean Piaget and Lev Vygotsky. These two theorists provide different perspectives about young children's learning patterns, but they both have impacts on how teachers should prepare to teach the children. Knowing children's cognitive development allows teachers to satisfy the learning needs of the children.
[...] (2008). Developmental psychology: Incorporating Piaget's and Vygotsky's theories in classrooms. Journal of Cross- Disciplinary Perspectives in Education, 67. Chaiklin, S. (2003). The zone of proximal development in Vygotsky's analysis of learning and instruction. Retrieved from http://people.ucsc.edu/ ~gwells/Files/Courses_Folder/documents/chaiklin.zpd.pdf Genovese, J. E. C. (2003). Piaget, pedagogy, and evolutionary psychology. [...]
[...] He essentially believes that cultural tools, such as language are critical in development and that learning and development happen within the area of proximal development (Woolfolk p.77). The focus of these theorists is the development of mental capabilities throughout the learning period. Going by their approaches, both theorists believe that education should be aimed at developing higher mental functions as opposed to merely filling students with information. Therefore, teachers must be responsive to the capabilities of the learners as they prepare to teach. The teacher should recognize that he is responsible for transforming the ability of the students through what he teaches. [...]
[...] This goes hand in hand with the idea of the area of proximal development that is proposed by Vygotsky. In his social interaction theory, Vygotsky argues that the zone of proximal development is a stage where learners can be directed to learn more complex things. By focusing on the zone of proximal development, teachers can prepare their lessons well. Vygotsky defines the zone of proximal development as distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Chaiklin, 2003). [...]
[...] For instance, Piaget's perspective concerning the stages is deemed inconsistent with the reality of how children and older people think. His hypothesis that everybody goes through are the four stages of cognitive development in the same manner is somewhat flawed. There is lack of consistency in the way children reason and the stages model (Woolfolk p.65). The problems are due to the shortcomings of the evolutionary model that he essentially uses in creating the developmental stages. Evolution fails to happen in some cases, rendering the classification of people into developmental stages null and void. [...]
[...] Evolutionary Psychology 127-137. Simatwa, E. (2010). Piaget's theory of intellectual development and its implication for instructional management at presecondary school level. Educational Research and Reviews, 366-371. Woolfolk, A. (2013). Educational Psychology, 12th ed. USA: Pearson Education, Inc. [...]
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