Throughout this essay I will be writing about two theorists; Piaget and Vygotsky. I will be comparing and contrasting the two theorists on their perspectives of the development of language acquisition. I will be discussing some of the major key points in both of Piaget and Vygotsky theories and will also be discussing the implications of Piaget and Vygotsky theoretical perspectives for teachers’ language and literacy engagement with children in the early childhood setting.
A child starts acquiring language at birth due to the inner ear having fully formed bones which allows the child to recognise their mum’s voice and can also let the child determine different languages at an early age. Although the inner ear is fully formed the vocal tract …show more content…
One of the reasons behind this was because Piaget believed that children thought in qualitatively different ways at different age levels (McDevitt et al, 2013). These stages are defined as: Sensorimotor Stage (0-2 years), Pre-Operational Stage (2-7 years), Concrete Operational Stage (7-11 years), and Formal Operational Stage (11+ years) (Woolfolk and Margetts, 2010).
Lev Vygotsky was a theorist who started to research children’s learning, thinking processes and communication structures through meaningful activities with other people. Vygotsky believed that adults in any community foster children’s learning and development, which he thought was an important part for promoting cognitive advancements (McDevitt et al, 2013).He also believed that social and cultural influences could also help to advance children’s development. Vygotsky called his theory, the Sociocultural theory.
In his theory, Vygotsky believed …show more content…
Recognition of the crucial role of children’s self-initiated, active involvement in learning activities. Encouraging the students’ to create their own understanding through discovery of environment instead of pre-prepared knowledge.
3. A deemphasise on practices aimed at making children adult like in their thinking. The belief that speeding up children’s learning through the stages could be worse than having no teaching at all.
4. Acceptance of individual differences in developmental progress. Due to children learning at different stages, the teacher must arrange activities to suit the individuals/groups of children instead of whole class groups.
These key points can help a teacher set up a classroom that is suitable to all children. Early childhood activities based around these four points could be; to use props and visual aids, making instructions short and clear also using actions along with the words, use cut out letters to build up words, use a variety activities that include clay, water, and/or sand, draw on students’ experiences, and explain games and work in a way that the students’ will understand. (Cognitive Applications, 1997) Using these suggestions along with Piaget’s theory will help the teacher enhance the learning and literacy process of
A child starts acquiring language at birth due to the inner ear having fully formed bones which allows the child to recognise their mum’s voice and can also let the child determine different languages at an early age. Although the inner ear is fully formed the vocal tract …show more content…
One of the reasons behind this was because Piaget believed that children thought in qualitatively different ways at different age levels (McDevitt et al, 2013). These stages are defined as: Sensorimotor Stage (0-2 years), Pre-Operational Stage (2-7 years), Concrete Operational Stage (7-11 years), and Formal Operational Stage (11+ years) (Woolfolk and Margetts, 2010).
Lev Vygotsky was a theorist who started to research children’s learning, thinking processes and communication structures through meaningful activities with other people. Vygotsky believed that adults in any community foster children’s learning and development, which he thought was an important part for promoting cognitive advancements (McDevitt et al, 2013).He also believed that social and cultural influences could also help to advance children’s development. Vygotsky called his theory, the Sociocultural theory.
In his theory, Vygotsky believed …show more content…
Recognition of the crucial role of children’s self-initiated, active involvement in learning activities. Encouraging the students’ to create their own understanding through discovery of environment instead of pre-prepared knowledge.
3. A deemphasise on practices aimed at making children adult like in their thinking. The belief that speeding up children’s learning through the stages could be worse than having no teaching at all.
4. Acceptance of individual differences in developmental progress. Due to children learning at different stages, the teacher must arrange activities to suit the individuals/groups of children instead of whole class groups.
These key points can help a teacher set up a classroom that is suitable to all children. Early childhood activities based around these four points could be; to use props and visual aids, making instructions short and clear also using actions along with the words, use cut out letters to build up words, use a variety activities that include clay, water, and/or sand, draw on students’ experiences, and explain games and work in a way that the students’ will understand. (Cognitive Applications, 1997) Using these suggestions along with Piaget’s theory will help the teacher enhance the learning and literacy process of