Ann 's year 5 class can be used to relate the theory of four stages of cognitive development and sociocultural origins of cognitive development. Jean Piaget and Lev Semanovich Vygotsky are the two most powerful theorists of cognitive development in today 's classroom teaching. The father of constructivism, Piaget 's theory focused on stages that are invariant which are sensorimotor stage, preoperational stage, concrete operational stage and formal operational stage. He portrayed how adaptation occurs through assimilation and accommodation. He was also able to identify the factors that impact cognitive development is maturation, activity, social transmission and equilibration (Duchesne & Mcmaugh, 2015). Vygotsky 's theory centred on sociocultural
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In the same way, Vygotsky fails to mention some of the issues that we consider important in today 's classroom teaching. One problem is in the ZDP. Students will often feel the need that they need assistance from Ann as she directly starts her class by giving direct instruction. This may lead to frustration of Ann as she will feel the burden of having to give instructions. The level of motivation can also be problematic. We are able to view this as some students from Ann 's class involves in garden help while others are playing resulting in distraction. Researches show that direct help from the teacher does not improve cognitive skills. This could mean that people with cognitive development problem cannot internalise external learning. However, a qualified teacher will use scaffolding. This involves assisting the students in meeting the current requirements by breaking the situation into smaller parts in order to deal with the situation independently. By examining theories often help us to develop our thinking process (Duchesne & Mcmaugh, …show more content…
Individuals are persistently ready to Organize data through social transmission. Similarly, Ann 's class is also able to organise through the application of Piaget 's theory of cognitive development. For example, they were able to meet the different areas such as science objectives, natural cycles, animal classification and habitat protection. This occurs as a result of biological maturation as Woolfolk suggests (2010). As Ann 's students search for insects, lizards and other animals, this could mean that they are able to relate it to other subject areas in high school and organise information. Woolfolk (2010) also suggest that organisation is the building of experiences that develops throughout a child 's life. Piaget called it schemes which are the compounding of thoughts that a child develops (Shayer, 2003). This will allow Ann 's students to develop in their thinking process and this means their thinking process will become more advanced, thus enabling them to better fit in their environment. Having to develop ongoing schemes allows us to organise learnings when Piaget 's theory is
In the same way, Vygotsky fails to mention some of the issues that we consider important in today 's classroom teaching. One problem is in the ZDP. Students will often feel the need that they need assistance from Ann as she directly starts her class by giving direct instruction. This may lead to frustration of Ann as she will feel the burden of having to give instructions. The level of motivation can also be problematic. We are able to view this as some students from Ann 's class involves in garden help while others are playing resulting in distraction. Researches show that direct help from the teacher does not improve cognitive skills. This could mean that people with cognitive development problem cannot internalise external learning. However, a qualified teacher will use scaffolding. This involves assisting the students in meeting the current requirements by breaking the situation into smaller parts in order to deal with the situation independently. By examining theories often help us to develop our thinking process (Duchesne & Mcmaugh, …show more content…
Individuals are persistently ready to Organize data through social transmission. Similarly, Ann 's class is also able to organise through the application of Piaget 's theory of cognitive development. For example, they were able to meet the different areas such as science objectives, natural cycles, animal classification and habitat protection. This occurs as a result of biological maturation as Woolfolk suggests (2010). As Ann 's students search for insects, lizards and other animals, this could mean that they are able to relate it to other subject areas in high school and organise information. Woolfolk (2010) also suggest that organisation is the building of experiences that develops throughout a child 's life. Piaget called it schemes which are the compounding of thoughts that a child develops (Shayer, 2003). This will allow Ann 's students to develop in their thinking process and this means their thinking process will become more advanced, thus enabling them to better fit in their environment. Having to develop ongoing schemes allows us to organise learnings when Piaget 's theory is