Jean Piaget and Lev Vygotsky’s theories have shaped societies understanding of children’s cognitive development and provide a basis for classroom reforms. Both theorists share similar but contrasting ideas on the progression of child development and learning styles. Through an examination of the teaching methods and approaches demonstrated by Ann in her Year 5 science class, it is clear she incorporates the practice of both Piagetian and Vygotskian theories within her classroom. Through the use of both theories, students are able to reach their full potential in the classroom, positively impacting student achievement.
Vygotsky stated that student learning is founded on the basis of cultural influences and social interaction (Blake & Pope, 2008). Powell & Kalina (2009) state that Vygotsky was the founding father of social constructivism and believed that a student’s prior knowledge allows them to be active participants in their critical thinking and problem solving. Vygotsky believed that in order to grasp a deeper understanding, students must engage in co-operative learning with teachers as well as students linking back to the ideas of a constructivist classroom. …show more content…
107). Additionally, Vygotsky believed for an adult to guide a child, they must first establish a quality relationship in order to assist a child’s way of thinking and behaviour, a component that is crucial in their cultural and social development (Krause, 2006). However, it can be argued that Vygotsky did not give specific instructions for how the practice of the zone of proximal development can effectively be applied in a classroom setting (Shayer,
Vygotsky stated that student learning is founded on the basis of cultural influences and social interaction (Blake & Pope, 2008). Powell & Kalina (2009) state that Vygotsky was the founding father of social constructivism and believed that a student’s prior knowledge allows them to be active participants in their critical thinking and problem solving. Vygotsky believed that in order to grasp a deeper understanding, students must engage in co-operative learning with teachers as well as students linking back to the ideas of a constructivist classroom. …show more content…
107). Additionally, Vygotsky believed for an adult to guide a child, they must first establish a quality relationship in order to assist a child’s way of thinking and behaviour, a component that is crucial in their cultural and social development (Krause, 2006). However, it can be argued that Vygotsky did not give specific instructions for how the practice of the zone of proximal development can effectively be applied in a classroom setting (Shayer,