...Compare and Contrast Developmental Theories Some of the similarities and differences of the major developmental theories can is clear, while both theories of the developmental model addresses similar; yet different aspects of the human experience. The opposing views of Cognitive Development is discussed in Piaget Versus Vygotsky developmental theory. Vygotsky first proposed that intellectual development is understood only with the historical and cultural contexts of children experience. He proposed that cognitive development is strongly linked to others. He discussed nature versus nurture philosophy. Piaget's proposed the Four Stages of Cognitive Development. Sensorimotor Development (Birth-2 years) two-year-olds build ideas through interaction...
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...Vygotsky`s Sociocultural Theory Lev Vygotsky is often called the "Mozart of psychology." Similar to the famous composer, Vygotsky applied his genius early in life to many different areas. And like Mozart, Vygotsky died young, at age 37, after a battle with tuberculosis. Born in 1896 in Belorussia, he began his career as an educator and a psychologist at the time of the 1917 Russian revolution. After moving to Moscow in 1924, Vygotsky set out to create what he hoped would become a new way to understand and solve the social and educational problems of his time. At the core of Vygotsky's theory, called the Sociocultural Theory, is the idea that child development is the result of the interactions between children and their social environment. These interactions include those with parents and teachers, playmates and classmates, and brothers and sisters. They also involve relationships with significant objects, such as books or toys, and culturally specific practices that children engage in the classroom, at home, and on the playground. Children are active partners in these interactions, constructing knowledge, skills, and attitudes and not just mirroring the world around them. Vygotsky opposed the psychologists who believed that children's development occurs spontaneously and cannot be affected by education. He also differed with those who claimed that teaching had the power to alter development at any time regardless of the child's age or capacities. Instead, Vygotsky felt...
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...Trymore Maposa ------------------------------------------------- Reg No: R09135w ------------------------------------------------- Level: 4.1(Conventional) ------------------------------------------------- Module: African Psychology (PSY 404) ------------------------------------------------- Lecturer: Mr. Mtemeri J. ------------------------------------------------- ------------------------------------------------- Assignment: Compare and contrast the concept formation according to Piaget and Vygotsky. How applicable are their theories to the African context. ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Due Date: 15 March 2012 Concept formation according to Muthivhi, (2009) refers to the development of ideas based on the common properties of objects, events or qualities using the process of abstraction. Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934) proposed the classical constructivist theories of concept formation or cognitive development. Their contributions to developmental psychology, albeit different, are similarly remarkable and unique. These two theories have some noted resemblances and differences. This essay will give an overview of these two theories, outlining their similarities and differences and their applicability to the African context with special reference to the Zimbabwean context. In Jean...
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...Compare and Contrast the Theories of Piaget and Vygosky Tiffany AbelleraBlas BSHS/342 February 3, 2013 Dr. Branch Compare and Contrast the Theories of Piaget and Vygosky In this essay I will be comparing and contrasting the differences between two theorist, Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934). Though both agreed that children’s cognitive development took place in stages. However they were distinguished by different styles of thinking. Piaget felt that children progressed in four different stages of cognitive development, This theory is know as Piaget’s Stage Theory because it deals with four stages of development, which are sensorimotor, preoperational, concrete operational and formal operational. As for Vygotsky, he is most often associated with the social constructivist theory and came into three general claims: culture, language, and Zone of Proximal Development (ZPD) (Berk, 2010). Piaget was the first to reveal that children reason and think differently at different periods in their lives. He said, “Children’s thinking is rigid, limited to one aspect of a situation at a time, and strongly influenced by the way things appear at the moment.” (Berk, 2010) According to his four stages, in the first stage sensorimotor, which occurs from birth to the age of two is the time in an infant’s life when the child basically deals with what is presented to him or her. Then learn about physical objects and are concerned with motor skills and the consequences of...
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...Assignment 2: LASA 1 Promoting Cognitive Development As you have learned in your readings, Piaget, Erikson, Skinner, and Vygotsky took different approaches to child development. One’s theoretical perspective influences approaches to child development. The Jacksons are a young couple living in Centervale. They have approached Keith, the child development consultant, for advice on how to promote and nurture the cognitive development of their preschooler Jasmine. Watch the following video to learn more about the similarities and differences of developmental theories. Study of the Child: Theories of Development I, produced by Herzog, Milan & Herzog, Shanta (Learning Seed, 1997), 29:02 mins obtained from Alexander Street Press Education in Video from AUO Library. Compare and contrast the approaches of each of the four perspectives (Piaget, Erikson, Skinner, and Vygotsky). Explain how each theorist would approach the issue of cognitive development in early childhood. Describe how Keith’s advice to Jasmine’s parents might vary depending on his theoretical perspective. What role would society and family play in Jasmine’s cognitive development at this stage of development? What cultural, psychosocial and physical influences will be seen? Incorporate information learned in your readings and at least one peer-reviewed* article from the AUO library to support your conclusions. * Peer reviewed means an article from a reputable journal, which can be found in the library...
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...till adulthood. This essay will discuss the effect of multiple factors such as environmental and social variable on cognitive development. Essay will also explore the importance of understanding developmental psychology for nursing practice. Environment and social variables have a high influence on cognitive development. Jean Piaget and Lev Vygotsky have done remarkable research and develop their own theories in understanding of cognitive development in children. Even though, Jean Piaget and Lev Vygotsky have varied theory about cognitive development, both theories are equally significant to understand cognitive development of a child. According to Lev Vygotsky’s socio-culture theory of development, child’s cognitive development is greatly influenced by the social interaction and culture(Slavin 1996). Lev Vygotsky believed that it is inevitable for child’s cognitive development to be a part of a community. He suggested that a child observe and learn from cultural interaction. In addition, child develops a problem solving technique guided by other members of the community and uses it in case he faces it again (Slavin 1996). In contrast, According to Jean Piaget, children develop their own theory to...
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...In order to compare and contrast early language development theories and their outcomes, language needs to be defined. Language consists of symbols, gestures, motions, words, and body movements. There are four main language development theories, Nativist Linguistic Theory, Social Interactionist Theory, Cognitive theory, and Behavioral Theory. In Nativist Linguistic theory, Noam Chomsky suggested that our brains are naturally programmed to gain knowledge. He also stated that children are born with a Language Acquisition Device. According to Dictionary.com Language Acquisition Device means, “hypothesized innate mental faculty present in infants that enables them to construct and internalize the grammar of their native language on the basis...
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...CHILD DEVELOPMENT Principles & Perspectives © 2005 Joan Littlefield Cook Greg Cook 0-205-40028-0 Exam Copy ISBN 0-205-31411-2 Bookstore ISBN Visit www.ablongman.com/replocator to contact your local Allyn & Bacon/Longman representative. s a m p l e c h a p t e r The pages of this Sample Chapter may have slight variations in final published form. Allyn & Bacon 75 Arlington St., Suite 300 Boston, MA 02116 www.ablongman.com Cognitive Development Piagetian and Sociocultural Views CHAPTER PREVIEW Piaget’s Constructivist View of Cognitive Development Vygotsky’s Sociocultural View of Cognitive Development • Piaget as a Child Prodigy • Constructivism and Interaction with the Environment Piaget’s Stages of Cognitive Development • Vygotsky’s Background: The Sociocultural Context for a New Theory • The Role of Speech and Language • Mediation: With a Little Help from Your Friends • The Zone of Proximal Development • Scaffolding: Support during Learning Recent Sociocultural Views of Cognitive Development • Stage 1: Sensorimotor Thought (Birth to 2 Years) • Stage 2: Preoperational Thought (2 to 7 Years) • Stage 3: Concrete Operational Thought (7 to 11 Years) • Stage 4: Formal Operational Thought (Approximately Age 12 and Above) • Evaluation of Piaget’s Theory • Piaget’s Legacy • Situated Cognition • Guided Participation • Thinking as Socially Shared Cognition: Two Heads Are Better than One “Maria wants to pick the best school for her sons, so she...
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...Learning and Instruction 13 (2003) 465–485 www.elsevier.com/locate/learninstruc Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget Michael Shayer ∗ King’s College, University of London, 16 Fen End, Over, Cambridge CB4 5NE, UK Abstract There have been many interpretations published on the relative importance of the work of both Vygotsky and Piaget: often to the detriment of the latter. This article represents an attempt to discover the meaning and intention of the former by going back to the specifics of what he said and wrote. By reference to what they said of each other it is argued that by the early 30s they had reached almost identical positions regarding child development, and that the work of each is complementary to that of the other. The implications of this position for a theory of intervention for cognitive acceleration are then discussed. 2003 Elsevier Science Ltd. All rights reserved. 1. Introduction As we know from investigations of the process of concept formation, a concept is more than the sum of certain associative bonds formed by memory, more than a mere mental habit; it is a complex and genuine act of thought that cannot be taught by drilling, but can be accomplished only when the child’s mental development has itself reached the requisite level. (1) Throughout the history of the child’s development runs a ‘warfare’ between spontaneous and non-spontaneous, systematically learned, concepts. (cf...
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...A person’s lifespan is from the moment of conception through death. Lifespan development is the different stages a person passes through as he or she develops. Perspective of lifespan development understands the changes that occur in development. Freud and Piaget have very different theories of lifespan development. Freud’s theory is a basis of id, ego, and superego, whereas Piaget’s is a cognitive development that occurs over a person’s lifetime. Nature and Nurture are more than perspectives in lifespan development they influence how and who a person will be. Lifespan development is the time from conception to death as a person develops and grows; the perspective in relationship to human development is lifelong, and theories of lifespan development can be seen in Freud, and Piaget, while the influences of a person life is nature and nurture. What is Lifespan Development A person’s lifespan begins as a fetus and as it develops and grows for nine months in the womb becoming a person either male or female will continue through stages in a his or her life. The study of human development is a science seeking to understand how humans change over their lifetime (Berger, 2008). The changes a person goes through as he or she grows can be linear-gradual, predictable, steady, but normally they are none of these. The common stages are birth, infancy, adolescence, adulthood, old age, and the ending death. To define lifespan development is also to mention that humans in their lifetime...
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...Freud's Stages of Psychosexual Development Oral stage: Age Range: Birth to 1 Year Erogenous Zone: Mouth * During the oral stage, the infant's primary source of interaction occurs through the mouth, so the rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking. Because the infant is entirely dependent upon caretakers (who are responsible for feeding the child), the infant also develops a sense of trust and comfort through this oral stimulation. * The primary conflict at this stage is the weaning process--the child must become less dependent upon caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking, or nail biting. The anal stage: Age Range: 1 to 3 years Erogenous Zone: Bowel and Bladder Control * During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. The major conflict at this stage is toilet training--the child has to learn to control his or her bodily needs. Developing this control leads to a sense of accomplishment and independence. * According to Freud, success at this stage is dependent upon the way in which parents approach toilet training. Parents who utilize praise and rewards for using the toilet at the appropriate...
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...roots in cognitive psychology and biology and an approach to education that lays emphasis on the ways knowledge is created in order to adapt to the world. Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order. Von Glasersfeld describes constructivism as “a theory of knowledge with roots in philosophy, psychology, and cybernetics”.[1] Constructivism has implications to the theory of instruction. Discovery learning, hands-on, experiential, collaborate, project-based, tasked-based are a number of application that base teaching and learning. Constructivists • John Dewey (1859–1952) • Maria Montessori (1870–1952) • Władysław Strzemiński (1893–1952) • Lev Vygotsky (1896–1934) • Jean Piaget (1896–1980) • George Kelly (1905–1967) • Heinz von Foerster (1911–2002) • Ernst von Glasersfeld (1917–2010) • Paul Watzlawick (1921–2007) • Edgar Morin (1921–) • Humberto Maturana (1928–) • Laszlo Garai (1935–) • David A. Kolb (1939–) Historical and Theoretical Roots According to Kliebard,[2] John Dewey created an active intellectual learning environment in his laboratory school during the early 20th century. Neuroscience now supports this form of active learning as the way people naturally learn.[3] Active learning conditionalizes knowledge through experiential learning. Smith[4] writes that John Dewey believed education must engage with and expand experience; those methods used to educate must provide for exploration...
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...composing text you will teach in the learning segment. [The central focus of the three-day?s learning segments is for students to identify and state nonfiction features and to know their purpose to locate information in a nonfiction text. During the first day?s lesson the teacher will model for the students by comparing and contrasting the features of fiction and nonfiction books so that they will begin to comprehend the differences and similarities between fiction and nonfiction books. The students will identify the features on sticky notes in a T-chart or list the features of both a fiction and nonfiction book. During the second day?s mini lesson students will be focused on nonfiction features using an interactive Venn diagram to compare and contrast features in a fiction and nonfiction book. They will complete the diagram by moving the features into the correct segment of the Venn diagram. The third day the students focus will be to give examples of nonfiction text features while creating a book based on a family vacation, trip to visit relatives or something they enjoy doing. This learning segment, modeled by the teacher, will allow students to duplicate the text features when using them to relate information or facts. The overall goal for the students is to learn nonfiction text features and for students to be able to apply this new knowledge. The central focus of each of the day?s lessons will enhance the students ability to use the text features in future lessons to locate...
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...Central Texas College Psychology 2301 – General Psychology Semester: June 1, 2015 – July 25, 2015 Tuesday & Thursday: 5:30pm – 7:30pm Building: 7656, Room #12 Instructor: Lesly R. Krome, M. S. lrkrome@ksu.edu I. Introduction A. General Psychology is a survey of the major psychological topics, theories, and approaches to the scientific study of behavior and mental processes. B. This course satisfies three semester hours of the Social/Behavioral Science for the Associate of Science and Associate of Arts degrees. Please check your degree plan to determine the status of this course in your program of study. C. Through this course, students will prepare for contemporary challenges by developing and demonstrating critical thinking skills, communication skills, social responsibility, and empirical and quantitative skills. D. Prerequisites(s): None II. Learning Outcomes Upon successful completion of this course, students will be able to: A. Identify various research methods and their characteristics used in the scientific study of psychology. B. Describe the historical influences and early schools of thought that shaped the field of psychology. C. Describe some of the prominent perspectives and approaches used in the study of psychology. D. Use terminology unique to the study of psychology. E. Describe accepted approaches and standards in psychological assessment and evaluation. F. Identify factors in physiological and psychological processes involved in human...
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...pap32045_ch02_022-053.indd Page 22 8/6/10 9:38 AM user-f469 2 CHAPTER TWO /Volumes/201/MHSF210/pap32045_disk1of1/pap32045_pagefiles pap32045_ch02_022-053.indd Page 23 8/6/10 9:38 AM user-f469 /Volumes/201/MHSF210/pap32045_disk1of1/pap32045_pagefiles A Child’s World: How We Discover It There is one thing even more vital to science than intelligent methods; and that is,the sincere desire to find out the truth, whatever it may be. —Charles Sanders Peirce, Collected Papers, vol. 5 Did You Know . . . Basic Theoretical Issues Issue 1: Is Development Active or Reactive? Issue 2: Is Development Continuous or Discontinuous? Theoretical Perspectives * Theories are never “set in stone”; they are always open to change as a result of new findings? * Children shape their world as it shapes them? * Cross-cultural research enables us to determine which aspects of development are universal and which are culturally influenced? * An experiment is the most definitive way to demonstrate that one event causes another? * The results of laboratory experiments may be less applicable to real life than experiments carried out in a home, school, or public setting? These are just a few of the interesting and important topics we will cover in this chapter. Here, we present an overview both of major theories of human development and of research methods used to study it. In the first part of the chapter, we explore major issues and theoretical perspectives that...
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