The theories of children’s cognitive development are demonstrated by Jean Piaget and Lev Vygotsky. Piaget’s theory points out that there are four stages in children’s cognitive development and each stage has a particular age group. As the transitions between stages are processed, changes in cognitive skills will appear. Meanwhile, Vygotsky suggests the cognitive development of children is by working together and learning from other people. He emphasizes the importance of socio-cultural impacts on children’s cognitive development. This essay will explore both Piaget and Vygotsky’s theories and theirs impacts on children’s education in scenario B.
Piaget’s four major stages for different ages are: sensorimotor stage (0-2years), preoperational …show more content…
He thought children are learning though the social interactions and the psychological tools, and the language is the most important psychological tool. (Kozulin et al., 2003, p.15). The knowledgeable people can help the less knowledgeable people through social interactions. The social interactions are important for thinking about higher mental functions’ development. Vygotsky thought, the functions of language are interactions, communications, contact with others and give impacts on others. The language expresses speakers’ intention and accent. It is passed through the social interactions from adults and peers to children (Zack& Graves, 2001, p.231). Language can be classified into two ways of use. One is talking with others, and the other one is talking with ourselves - private speech. Robert has the behavior of making guesses in math class. It could be regarded as a result of private speech. The private speech can be served to an intellectual function as a tool to solve problems and self-regulation (guide their own behaviors). Robert also talks to his mother about his record results. This indicates the idea that children’s cognitive development is process through the social interactions and the mental tool- language by both private speech and communication with …show more content…
For the terminology ZPD, what size is the zone, large or small? If there are only two people, student and the teacher, can they build up the ZPD? And the other one is the quality of interaction with teachers/peers. Will all of teachers/peers in this zone be high qualified? If there are low qualified peers/teachers, will ZPD still be effective? There’s no doubt that in this scenario, if the teacher and peers are low qualified, Robert will not get any help with ZPD or scaffolding.
In conclusion, Piaget and Vygotsky hold different opinions on the relationship between education and development and children’s language and cognitive development. In the teacher’s classroom, he adopted both two theories. He uses Piaget’s theory to find out the disequilibrium of Robert and help him with interaction with the peers. Vygotsky’s theory helped him to find the way to encourage Robert become active in problem solving. The two theories give the teacher effective recommendations. Overall, the teacher is more effectively applied Vygotsky’s theory to his
Piaget’s four major stages for different ages are: sensorimotor stage (0-2years), preoperational …show more content…
He thought children are learning though the social interactions and the psychological tools, and the language is the most important psychological tool. (Kozulin et al., 2003, p.15). The knowledgeable people can help the less knowledgeable people through social interactions. The social interactions are important for thinking about higher mental functions’ development. Vygotsky thought, the functions of language are interactions, communications, contact with others and give impacts on others. The language expresses speakers’ intention and accent. It is passed through the social interactions from adults and peers to children (Zack& Graves, 2001, p.231). Language can be classified into two ways of use. One is talking with others, and the other one is talking with ourselves - private speech. Robert has the behavior of making guesses in math class. It could be regarded as a result of private speech. The private speech can be served to an intellectual function as a tool to solve problems and self-regulation (guide their own behaviors). Robert also talks to his mother about his record results. This indicates the idea that children’s cognitive development is process through the social interactions and the mental tool- language by both private speech and communication with …show more content…
For the terminology ZPD, what size is the zone, large or small? If there are only two people, student and the teacher, can they build up the ZPD? And the other one is the quality of interaction with teachers/peers. Will all of teachers/peers in this zone be high qualified? If there are low qualified peers/teachers, will ZPD still be effective? There’s no doubt that in this scenario, if the teacher and peers are low qualified, Robert will not get any help with ZPD or scaffolding.
In conclusion, Piaget and Vygotsky hold different opinions on the relationship between education and development and children’s language and cognitive development. In the teacher’s classroom, he adopted both two theories. He uses Piaget’s theory to find out the disequilibrium of Robert and help him with interaction with the peers. Vygotsky’s theory helped him to find the way to encourage Robert become active in problem solving. The two theories give the teacher effective recommendations. Overall, the teacher is more effectively applied Vygotsky’s theory to his