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This lesson is about Cognitive development and theory. We were to read and answer the following questions
lESSON 3
•What are some of the implications of Piaget for teachers? In other words, how could you, as a teacher, use some of Piaget's ideas and theories?
As a future educator I could use some of Piaget ideas and theories in my lesson planning and the classroom. When I give students instructions I can state them briefly in order to keep the students attention. I can present a lesson to the students using props that will benefit the students learning. Hands-on experience in the classroom helps students to build a more complex skill.
•What are some of the criticisms directed towards Piaget and his theory?
Some criticisms of Piaget’s geared toward Piaget’s belief that physical manipulation of external objects is essential for normal cognitive development. Theorists argue that children born without the physical capability of outward action are still capable of normal cognitive development. Also, other theorists believe Piaget's theory fails to explain how children understand abstract words that don't necessarily relate to an immediately physical object.
Reference: http://www.massey.ac.nz/~wwpapajl/evolution/assign2/AWarren/crit.html
•What is the "Zone of Proximal Development?
The “Zone of Proximal Development” is the difference between what a learner can do without help and what he or she can do with help. ZPD was founded by Lev Vygotsky. Lev Vygotsky views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers within the zone of proximal development. Vygotsky believed that when a student is in the ZPD for a particular task, providing the appropriate assistance will give the student enough of a "boost" to achieve the task.
•What are some criticisms of Vygotsky's theory?
Some criticisms of Vygotsky’s theory is that he makes assumption that children function and think in similar ways throughout their entire life. Vygotsky’s theory did not state the effects of how children’s brain mature during the early years may alter the ability of the child’s thinking to advance once the child gets older. Also, some criticisms are that Vygotsky does not consider the importance of the child’s desire to learn. Vygotsky did not state in his theory the best type of social interaction that will benefit the child’s learning. Another criticism is that Vygotsky failed to discuss genetics in his theory and other theorists believe that genetics help determines a child’s development.
Reference: http://teorije-ucenja.zesoi.fer.hr/doku.php?id=learning_theories:social_development_theory
•What are some of the implications of Vygotsky for teachers? In other words, how could you, as a teacher, use some of Vygotsky's ideas and theories?
As a future educator I could use Vygotsky’s ideas and theories by first making sure that my department has all the required materials needed for the children’s education. Students are individuals and have their own personal creativity so I can have assignments that bring out the creative skills in the students. I can make sure that my classroom is a very fun and productive place.
Summary: In this lesson I’ve learned that Piaget and Vygotsky ideas and theories are both very beneficial to education. Piaget’s ideas were mainly focused on the learning process of a child in the classroom. Vygotsky’s ideas were mainly focused on the culture influenced by the environment the children live in and the social influences that will better the children learning.
Research Question: How does an adult’s action effect an developing child?
Research Analysis: Reminiscing about the good old days when we were growing up is a memory trip well worth taking when trying to understand the issues facing the children of today. A mere 20 years ago, children used to play outside all day, riding bikes, playing sports and building forts. Masters of imaginary games, children of the past created their own form of play that didn't require costly equipment or parental supervision. Children of the past moved... a lot, and their sensory world was nature based and simple. In the past, family time was often spent doing chores, and children had expectations to meet on a daily basis. The dining room table was a central place where families came together to eat and talk about their day, and after dinner became the center for baking, crafts and homework.
Today's families are different. Technology's impact on the 21st century family is fracturing its very foundation, and causing a disintegration of core values that long ago were the fabric that held families together. Juggling school, work, home, and community lives, parents now rely heavily on communication, information, and transportation technology to make their lives faster and more efficient. Entertainment technology (TV, Internet, video games, iPads, cell phones) has advanced so rapidly, that families have scarcely noticed the significant impact and changes to their family structure and lifestyles. A 2010 Kaiser Foundation study showed that elementary aged children use on average 7.5 hours per day of entertainment technology, 75 percent of these children have TV's in their bedrooms, and 50 percent of North American homes have the TV on all day. Gone is dining room table conversation, replaced by the "big screen" and take out.