ECE-130-Venn Diagram Template PDF

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Views on Child Development

Piaget

Vygotsky

-language only provides labels for children’s experiences” -repeated exercise of an activity lead through assimilation - the development of formal reasoning and scientific concepts depends on the experience of cognitive conflict -biological development establishes readiness and growth. -learning is individual - young children are limed by their egocentrism. - development only occur s when assimilation is not possible, and children must adapt -Four stages of development -children learn better by adapting or when they are able

-language plays a powerful role in shaping thought -assimilation of new information does not have to wait for an appropriate level of development - Zone of Proximal Development -cooperative learning and Scaffolding -connection between practical action and the symbolic thought effects understanding of children higher mental functions - development thrives mostly on social interactions and structured environment. -children learn better with provided guidance and instructions - Overall cognitive developmental heavily relies on social interactions

Hands on playing is an essential role for learning and development. Children are active learners. Children are naturally experimental and thrive on exploring and discovering. Educators serve as models and guides. Social

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Reflection: Jean Paiget and Lev Vygotsky were both well-known developmental psychologists. Both of their findings demonstrate “works have made toward a better understanding of the nature and mechanisms of mental and behavioral development” Geert (1998). When it comes to the field of Early Childhood Education and Development, both theories are widely applied in todays early childhood educational programs.” Both of their research has greatly impacted how young children’s developmental milestones are viewed; particularly their cognitive abilities as they directly affect their learning and academic process and growth. They both “acknowledged the active role of children in the construction of knowledge” Alves (2014). They both also claim that infants are born with the undeveloped abilities for logical growth. They believe that children flourish on active hands on playing and are naturally curious and experimental; they thrive on new discoveries through productive exploration. However, there are many fine differences between Piaget and Vygotsky that I myself plan to incorporate in my own classroom. One example is Vygotsky’s conclusion on language roles. I believe and plan to put into practice activities that motivate children to social with their peers through receptive and expressive language. One example can be taking turns during circle time (reading and book, picking a song, taking attendance and asking open ended questions) This would support Vygotsky’s theory on how children’s relationship between social constructivism and cooperative playing. This also helps set the tone and parameters for children on what is be expected when it comes to their behavior in the classroom; it sets social boundaries while respecting each child’s individual qualities. On the other hand, depending on the age of a group of children, accordingly to Piaget, the biological development also plays a huge role and I feel should be considered when it comes to curriculum and lesson planning. Chances are that I would be teaching a mixed age group; therefore, I would consider providing activities that would support Piagets 4 stages of development. For an example, in a toddler’s classroom, some children who are the older side may have a more refined vocabulary compared to a child several months younger then them; this would indicate a huge difference in their memory and attention abilities. During free play, the older child may be more likely to retell something they just learned (a song lyric, point of interests from a book), where as the younger children would less likely be able to perform such tasks. I also would incorporate Piagets theory of repetition and assimilation. Even as adults, we often reply on repetition and mimicking when it comes to learning new things (a new job, or a skill like cooking, driving, new hoppy etc.); hardly anyone learns news abilities immediately. So, I would incorporate repletion by reading the same books, songs or providing lessons plans that have the same theme or concepts to help my students fully grasp what I am trying to teach them. However, I would also incorporate Vygotsky’s theory where I wouldn’t necessarily have to wait for a certain age or biological stepping stone to implement this since children are learn from each other as well as they serve as models for each other.

References: McLeod, S. A. (2018, Aug 05). Lev Vygotsky. Retrieved from https://www.simplypsychology.org/vygotsky.html Alves P.F. (2014). Vygotsky and Piaget: Scientific concepts. Psychology in Russia: State of Art, (3), 24. https://doiorg.lopes.idm.oclc.org/10.11621/pir.2014.0303 Geert, Van, P. (1998). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond. Psychological Review, 105(4), 634–677. https://doi-org.lopes.idm.oclc.org/10.1037/0033-295X.105.4.634-677...