Download - Vygotsky Piaget Constructivism Revised
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EMMANUEL KANTKNOWLEDGE AND
MEANING ARE CONSTRUCTED BY THE
INDIVIDUAL
INDIVIDUALS INTERPRET SENSORY INFORMATION AND CONSTRUCT PERSONAL,
SOCIAL, AND CULTURAL MEANING
IT IS THE MEANING OF OUR EXPERIENCES, AND NOT THE ONTOLOGICAL STRUCTURE OF THE
OBJECTS, WHICH CONSTITUTES REALITY
CONSTRUCTIVISM
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JEAN PIAGET
COGNITIVE-DEVELOPMENTAL
THEORY
“A STUDENT WHO ACHIEVES KNOWLEDGE THROUGH FREE INVESTIGATION AND SPONTANEOUS EFFORT WILL BE ABLE TO RETAIN THAT KNOWLEDGE AND WILL HAVE
ACQUIRED A METHODOLOGY THAT CAN SERVE FOR A LIFETIME.”
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“The central fact about psychology is the fact of mediation.”
Lev Vygotsky
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ACTIVE AGENCY
Adaptation
Disequilibrium
Biological Factors Environmental Factors
BEHAVIORCognitive Development
MEDIATING MECHANISMS
Individual as active agent -emphasis on interpretation of information and on construction of meaning
Developmental stagesCOGNITIVE
CONFLICT
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WHAT CRITICAL ELEMENTS SEEM TO BE DE-EMPHASIZED
IN PIAGET’S THEORY OF COGNITIVE DEVELOPMENT?
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2. CRITICAL ROLE OF LANGUAGE
3. IMPORTANCE OF ASSISTED LEARNING
1. HUMAN LEARNING CANNOT BE UNDERSTOOD
INDEPENDENT OF THE SOCIAL AND CULTURAL FORCES THAT
INFLUENCE INDIVIDUALS**
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The development of mind is the interweaving of biological
development of the human body and the appropriation of the cultural/ideal/material
heritage which exists in the present to coordinate people with each other and with
the physical world.Lev Vygotsky
from: Beyond the Individual-Social Antimony in Discussions of Piaget and Vygotsky, by Michael Cole and James Wertsch
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LEV VYGOTSKY
SOCIAL-HISTORICAL THEORY OF COGNITIVE
DEVELOPMENT
• SOCIAL AND CULTURAL INTERACTIONS ARE CRITICAL TO LEARNING
• INDIVIDUALS CREATE PSYCHOLOGICAL TOOLS TO LEARN AND TO MASTER THEIR BEHAVIOR
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Cultural influences - Tools and signs
- Cultural artifacts
- Language
Mediating mechanismsSocial Process
Instruction (Zone of Proximal Development)
Biological Factors Environmental Factors with emphasis on Sociocultural factors
BEHAVIORDevelopment
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THE ZONE OF PROXIMAL DEVELOPMENT
“ . . . is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determinedthrough problem solving under adult guidance or in collaboration with more capable peers”
Lev Vygotsky, 1935
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POTENTIAL LEVEL
ACTUAL LEVEL
INSTRUCTION
LEARNING
ZPD
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POTENTIAL LEVEL
ACTUAL LEVEL
ZPD
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SOCIAL (Cultural) MEDIATION
Biological Factors Environmental Factors with emphasis on Sociocultural factors
BEHAVIORDevelopment
Cultural influences
- Tools and signs
Mediating mechanisms
Social Process
Instruction (Zone of Proximal Development)
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CONCEPTUAL DIFFERENCES
BETWEENVYGOTSKY PIAGETand
1. COGNITIVE DEVELOPMENT IS PRIMARILY A FUNCTION OF
SOCIO-CULTURAL INTERACTION Adult-child interaction
INDIVIDUAL CONSTRUCTION
Active agency
. . . but see Cole and Wertsch’s Beyond the Individual-Social Antimony in Discussions of Piaget and Vygotsky
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CONCEPTUAL DIFFERENCES
BETWEENVYGOTSKY PIAGETand
2. ROLE OF LANGUAGE AND PRIVATE SPEECH
LANGUAGE CRITICAL - EGOCENTRIC SPEECH BECOMES THOUGHT THAT IS SELF-REGULATING
COGNITION CRITICAL -EGOCENTRIC SPEECH
DISAPPEARS AS SOCIAL SPEECH DEVELOPS
ONCE LANGUAGE DEVELOPS, COGNITION IS LANGUAGE
COGNITION MEDIATES LANGUAGE
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HOW CAN I KNOW WHAT I THINK UNLESS I HEAR
WHAT I SAY?Dean Acheson
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CONCEPTUAL DIFFERENCES
BETWEENVYGOTSKY PIAGETand
3. HOW DO CHILDREN LEARN BEST?
SOCIAL INTERACTION
• INSTRUCTION DEPENDENT
• ASSISTED LEARNING (ZPD)
• SCAFFOLDING
• COGNITIVE SELF-INSTRUCTION - guided by inner speech
INDIVIDUAL CONSTRUCTION
• STAGE DEPENDENT
• SELF-DIRECTED, SELF-INITIATED**
• EXPERIMENTATION
• INDEPENDENT MASTERY
• EXPLORATION, DISCOVERY
INTERNAL SELF-REGULATION
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CONCEPTUAL SIMILARITIES
BETWEEN
VYGOTSKY PIAGETand
1. PARADIGMATIC CONSISTENCY
SOCIAL CONSTRUCTIVISM with an ever so slight lean toward nurture
COGNITIVE CONSTRUCTIVISM
with an ever so slight lean toward nature
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2. FOUNDATION OF HUMAN DEVELOPMENT
GENETIC EPISTEMOLOGY
HUMAN DEVELOPMENT IS AN INTERACTION BETWEEN
BIOLOGY AND ENVIRONMENT PRIMARILY MEDIATED BY AN
INDIVIDUAL’S ACTIVE CONSTRUCTION OF MEANING
SOCIOCULTURAL MEDIATION
HUMAN DEVELOPMENT IS IS AN INTERMINGLING OF BIOLOGICAL AND SOCIAL FACTORS -“THE NATURAL AND THE CULTURAL” - THAT FORM A SINGLE LINE OF SOCIOBIOLOGICAL FORMATION OF PERSONALITY
CONCEPTUAL SIMILARITIES
BETWEEN
VYGOTSKY PIAGETand
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3. SOCIAL INFLUENCE ON LEARNING
THE IMPORTANCE OF SOCIAL EXCHANGE
DURING THE PROCESS OF EQUILIBRATION
THE IMPORTANCE OF ASSISTED LEARNING TO REACH THE ZONE OF PROXIMAL DEVELOPMENT
CONCEPTUAL SIMILARITIES
BETWEEN
VYGOTSKY PIAGETand
DeVries, R. (1997). Piaget’s Social Theory, Educational Researcher, 26(2), 4-17. Link to detail
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Piaget’s Cognitive Periods and Approximate Ages
Table 2.2
1. The Sensorimotor Period-Birth to 18-24 months
2. The Preoperational Period-2 to 7 years
3. The Concrete Operational Period-7 to 11 years
4. The Formal Operational Period-over 11 years
3
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Piaget on Language and ThoughtTable 2.4
1. Egocentrism2. Organization of reality by sensory and motor abilities
1. Increasing symbolic activity2. Beginnings of representation
1. Reversibility2. Conservation3. Seriation4. Classification
1. Development of logico- mathematical structures2. Hypothetico-deductive reasoning
CharacteristicsPeriod (age in years)Outstanding LanguageEquivalent
Sensorimotor (0-2)
Preoperational (2-7)
Concrete Operational (7-11)
Formal Operational (over 11)
Language absent until finalmonths of period
1. Egocentric speech2. Socialized speech
1. Beginnings of verbal understanding2. Understanding related to concrete objects
1. Language freed from the concrete2. Verbal ability to express the possible
4
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Vygotsky’s Theory-Basics
Concept of development
The social origin of mind
Speech and development
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Preintellectual speech
Naive psychology
Egocentric speech
Inner speech
Vygotsky and Stages of Language
Development
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Key Differences Between Piaget and Vygotsky
Table 2.5Individual child constructs view of worldby forming cognitive structures -“the littlescientist”
Equilibration-child acts to regain equilib-rium between current level of cognitivestructures and external stimuli
Emerges as cognitive structures develop
Assimilation and accommodation lead toequilibration
Child independently searches for dataneeded to change cognitive structures,thus enabling child to reach solution
Perspective
Basic psychologicalmechanism
Language
Learning
Problem solving
Child’s cognitive development progressesby social interactions with others (“socialorigins of mind”)
Social interaction, which encourages devel-opment through the guidance of skillfuladults
Language begins as preintellectual speechand gradually develops into a sophisticatedform of inner speech; one of the main forces responsible for cognitive develop-ment
Learning results from the interaction of two processes; biological elementary processes (such as brain development),plus sociocultural interactions
Two aspects of problem solving: 1. Key roleof speech to guide “planful” behavior;2. Joint efforts with others
Piaget Vygotsky
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