There are many alternative theories surrounding the subject of ‘how children learn’. Firstly, one of the most influential theories of how children learn in today’s education system is constructivism which has been accepted as a model of children’s cognitive development since the 1950’s when it was developed by Jean Piaget (1896-1980). He aimed to develop a theory which was able to show ‘the nature of knowledge and the ways in which an individual acquires knowledge.’ Smith et al. (2003, p. 388). The theory has three main components to it: schemas, known as the the building blocks of knowledge, four stages of intellectual development in which children learn different cognitive processes. These are sensori-motor (ages 0-2 years old), pre-operational
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(2003, p.413). This has allowed teacher’s today to create suitable environments most suited to maximising children’s learning and to not necessarily just feed the children answers to questions they may have but to reason with them and explore the range of answers which may arise. However, although Piaget’s constructivist theory has had its success in today’s education system it has been criticised by many. The socio-cultural theory of cognitive development, developed by Vygotsky at around the same time as Piaget differs in its views of how children learn. ‘Vygotsky envisioned a more complex relationship between development and learning than either the young Piaget or the elderly Pavlov had conceived.’ Vygotsky’s Developmental Theory: An Introduction (1994) Giants of Psychology [DVD]. California, Davidson Films. His theory suggests that …show more content…
As well as this, Vygotsky emphasised that learning is a social process as shown by his ‘Zone of Proximal Development’ which is where a child is able to learn on two levels, their actual level and their proximal level therefore this shows another difference to Piaget’s theory, in the socio-cultural theory there are no age ranges for when a child can do certain things as they can work at a more advanced level if given help by a more-able other.. This means that they are able to work at their own level but if working with an adult or a more-able other they will be able to work at a level that they would not be able to do alone as their learning is being scaffolded (which is what Bruner also agreed with). Although Vygotsky’s theory disagrees with parts of Piaget’s theory both do share some things in common. For example, they both agreed that children learn
(2003, p.413). This has allowed teacher’s today to create suitable environments most suited to maximising children’s learning and to not necessarily just feed the children answers to questions they may have but to reason with them and explore the range of answers which may arise. However, although Piaget’s constructivist theory has had its success in today’s education system it has been criticised by many. The socio-cultural theory of cognitive development, developed by Vygotsky at around the same time as Piaget differs in its views of how children learn. ‘Vygotsky envisioned a more complex relationship between development and learning than either the young Piaget or the elderly Pavlov had conceived.’ Vygotsky’s Developmental Theory: An Introduction (1994) Giants of Psychology [DVD]. California, Davidson Films. His theory suggests that …show more content…
As well as this, Vygotsky emphasised that learning is a social process as shown by his ‘Zone of Proximal Development’ which is where a child is able to learn on two levels, their actual level and their proximal level therefore this shows another difference to Piaget’s theory, in the socio-cultural theory there are no age ranges for when a child can do certain things as they can work at a more advanced level if given help by a more-able other.. This means that they are able to work at their own level but if working with an adult or a more-able other they will be able to work at a level that they would not be able to do alone as their learning is being scaffolded (which is what Bruner also agreed with). Although Vygotsky’s theory disagrees with parts of Piaget’s theory both do share some things in common. For example, they both agreed that children learn