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Implications of Piaget and Lev Vygotsky's theories in teaching
Critical analysis of a reggio emilia curriculum
Implications of Piaget and Lev Vygotsky's theories in teaching
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The Reggio Emilia Approach is an ideology and program that is practiced to this day in Italy. It has a deep rooted history in their culture and has inspired the American “Emergent Curriculum;” a program which uses a lot of the same philosophy, principles, and practices (Bertrand, 2012, pp 52). The Reggo Emilia Approach bases its practices on five very influential men and theorists; Jean Piaget, John Dewey, Lev Vygotsky, Urie Bronfenbrenner, and Hugh Gardner (Bertrand, 2012) and has a very respectful view of the child and how they learn. (Bertrand, 2012; Edwards, Gandini, & Forman, 1998).
History of Schools in Reggio Emilia Romagna
Reggio Emilia is a region in Italy with the known lowest unemployment and crime rate. With honest and effective
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The infant-toddler centers were for infants of working mother and these were set up by industrialists in their factories (Edwards, Gandini & Forman, 2012, pp. 18). Nearby were “centers for dispending medical instruction” that educated mothers on childcare and with this was a goal of a lower infant mortality rate. In 1971, the Law 1044 was introduced “social and educational services for children under age 3 years…(pp. 19).”
Philosophy of Reggio Education
Loris Malaguzzi is the man behind the philosophy of Reggio Education. He was focused on children and that the program was to be “child centered” and to be a “place where children, teachers, and families feel at home (Edwards, Gandini, & Forman, 1998, pp. 64). In an interview, Malaguzzi was the “first to argue that children’s education should be handled with professional expertise, strategies of care, and environment appropriate and unique to the developmental level. (pp. 61)”
The philosophy of Reggio education is based on 5 principles stated in Bertrand & Gestwicki’s Essentials of Early Childhood
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96). In an interview with Gandini, Malaguzzi mentioned that “Piaget’s constructivism isolates the child;” noted that constructivists have realized the importance of social interaction and cognitive development;” (Edwards, Gandini, & Forman, 1998, pp. 82) and he emphasized that children also construct knowledge through all their social relationships in their lives via peers, family, and teachers (Hewett, 2001, pp. 96). In regards to Lev Vygotsky, whom more theories were drawn, Malaguzzi quoted, “Vygotsky reminds us how thought and language are operative together” (Edwards, Gandini & Forman., 1998, pp. 83). Lev Vygotsky’s theory about communication and language in learning (Hewett, 2001, pp. 96) was elaborated on in Edwards, Gandini & Forman as a way to help children learn “within …context” how to collaborate, negotiate, and cooperate (cited by Hewett, 2001, pp. 96) with those around
“I’ll be out of here and away from all you knaves for one time anyway, as not a month will pass before you’ll see whether I’m nobody or a somebody.” The story of Bianco Alfani reflected the nature of 14th century Florentine society where, as Alfani remarked, the election to public office could make or destroy a person. In late 14th century and early 15th century Florence, decreased population and expanding commerce provided a favorable environment for ambitious individuals. The real life examples of Buonaccorso Pitti and Gregorio Dati demonstrated the positive role of ambition in Florence. Pitti, a nobleman had an extremely successful career, partaking in military campaigns, holding public office in Florence and being an ambassador to foreign courts. Gregorio Dati, the grandson of purse venders, engaged in commerce, rising in social standing which culminated with his election to public office. Holding office was a definitive sign of success and recognition in Florence. In contrast was the tale Bianco Alfani, a deemed man unworthy of office. As told by Piero Veneziano, Alfani was the chief jailor in Florence who was duped into believing he had been named captain of the town of Norcia. Alfani publicly made a fool of himself, spending all his money and creating a great fanfare over his supposed appointment. Comparing the lives of Pitti and Dati to the story of Bianco Alfani illustrates how economic and social change in 14th century Florence produced a culture centered on reputation and commerce. For men like Pitti and Dati, who flourished within the constraints of Florentine society, their reward was election to office, a public mark of acceptance and social standing. Those who were ambitious but failed to abide by the values o...
Soler, J., & Miller, L., 2010. The Struggle for Early Childhood Curricula: A comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia. International Journal of Early Years Education. London: Routledge.
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
Educators produce a wide variety of experiences, perceptions, prospects, learning and abilities to their education (DEEWR, 2009, p. 9). In my career and through my studies, my philosophy and pedagogy have been closely linked with the constructivist theory from Piaget. Being able to focus on a child’s interests and creating learning activities that are implemented as fun is a big part of my motivation as an educator and teacher. The educational environment needs to sustain every single child along with inspiring significant work that can result in more advanced thinking (Evanshen and Faulk, 2011, p. 225). Following Piaget’s ideas while implementing the EYLF has made for a simple straight forward way of supplying quality learning experiences for children from birth to 12 years old and it has helped me widen the scope of each experience to allow for multiple levels of developmental stages. Using a constructivist approach to learning allows for the breaking down of the experience as a whole into smaller parts which brings the focus around to the process of learning (Evanshen and Faulk, 2011, p. 667). Overall I believe Piaget’s Theory to be one of the most important influences in modern teaching, allowing scaffolding of learning in a place that that
... and Lawrence J. Schweinhart. "Making Childcare work for Everyone: Lessons from the Program Recognition Project." Young Children 1 (1999): 68-73.
Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner.
Piaget’s theory is developed from the idea that the child constructs their knowledge individually whereas Vygotsky argued that children develop tools of learning by communicating with more knowledgeable others (O. Lourenco 2012). Piaget suggested that children develop through a series of four stages in their thinking – the sensorimotor, preoperational, concrete operational and formal operational stages each of which causes broad changes in the child’s intelligence structure and their logic (reference). These four structures are mental operations which are applied to anything in the child’s world these mental operations are referred to as schemas which grow and change from one stage to the next (book). Vygotsky had very different idea on this subject although they both agreed that the child is the active constructor of their own knowledge
Another great educator, Johann Heinrich Pestalozzi also pointed out that education should be with the development of nature. He once said “In essence, human nature also should follow the same rule.” (Pestalozzi,
Piaget’s Idea of Disequilibration, and the Issue of Christian Nurture. Religious Education, 85(4), 631-644. Hinde, E.R., & Perry, N. (2007). Elementary Teachers’ Application of Jean Piaget’s Theories of Cognitive Development during Social Studies Curriculum Debates in Arizona.
Piaget versus Vygotsky: Similarities and Differences This paper explores the ideas of Jean Piaget and Lev Vygotsky. Exploring their philosophies and how they impact us today. The two scholarly articles show similarities and differences in their works and explore what they each mean. Jean Piaget and Lev Vygotsky are two of the most influential philosophers in the field of cognitive development.
Origin from a city in the north of Italy, the Reggio Emilia approach in Early Childhood Education is adopted by multi-countries over the past decades. This approach has a core philosophy, that children should play a leading role in education. Children are seen as full of knowledge and intelligence, with full capabilities to express themselves if only given the proper ways to do to so. They are protagonists of their own learning and have a say in what topics and problems they will study and research. Teachers provide resources to assistant children’s learning and developing. The curriculum is emergent, meaning the teachers choose topics and projects based on careful listening and observations of their student’s interests, needs and inquiries. Children are encouraged to use materials and media to demonstrate their learning and understanding of a topic or project. Documentations and environment have direct influences in helping children’s learning. Parents and community also play a supportive role in children education (O.E.C.D, 2004).
Lev Vygotsky(1896-1934) was a Russian psychologist who created the Social Development Theory/ Sociocultural Theory. Vygotsky believed that children's mental, language, and social development is supported and enhanced through social interaction. Vygotsky also believed that beginning at birth, children seek out adults for social interactions and that development occurs through these interactions. The belief that social development sets a precedent for development(appeals to the nurture side of development). The general idea from this theory is that being aware, consciousness, and cognition are the end results of socialization and social interaction. It stated that, "Sociocultural approaches to learning and development were first systematized and applied by Vygotsky and his collaborators in Russia in the 1920s and 1930s. They are based on the concept that human activities take in cultural contexts, are mediated by language and other symbol systems, and can be best understood when investigated in their historical development(John-Steiner & Mahn, 1996)." At the core of this theory, " Vygotsky focused on the way that a child co-constructs meaning through social interaction, and the role word meaning plays in the development of thinking(Mahn, 1999)."
Maria Montessori was the founder of the Montessori educational method. Maria Montessori graduated from the University of Rome Medical School and was working with “mentally deficient” children (Scotty, 2009). She always had a great aspiration to help children. The Montessori methods came about from her observations while working at the Casa dei Bambini (a daycare center in Rome). She saw how children learn naturally by things around them. Maria Montessori believed that children learned best by doing things individually and teaching themselves (Lewis, 1992). In Montessori schools children learn to deal with real life problems and how to overcome life’s obstacles. The teachers provide the children with freedom and independence.
Even though Piaget didn’t believe in the significance of inputs that could be acquired from the environment, but yet Vygotsky was very confident that children that children where very acknowledgeable of the inputs from their environment around them. Piaget’s cognitive development theory has four stages to it. His first stage was the sensorimotor stages which happens from birth until a child is two years old. This stages infants rely solely on their reflexes like rooting and sucking. Preoperational stage is the 2nd stage and it happen from the age of 2years old up until a child is 7 years of age, and during this stage children feel as if everyone thinks like they do. His 3rd stage is known as the concrete operational stage, that occurs when children are 7-11 years of age and during this stage children will start to feel a lot of improvement in their thinking. Piaget’s last stage was known as the formal operational stage, and at this stage children are able to understand and recognize symbols, and master abstract thinking. Children are also have the ability to solve intricate problems on their own. And even in contrast, Vygotsky assumed that there are no set of phases. And even in contrast Vygotsky thought that there was no set of phrase for children. But he felt that private speech was way more essential to the aid for children when they are thinking about an issue they are having/ going through. Private speech can be internalized sooner or later, but it’s something that never goes away. Unlike Piaget, Vygotsky didn’t think that the development could be detached from social context while children can create knowledge and lead their
Maria Montessori was born in Italy in 1870 and influenced childcare massively in the 20th century. Montessori believed that children learn best through using their hands. She felt that one of the main factors that contributed to the child’s development was the ‘prepared’ environment. Children learn through exploration and the adult’s role is to create an environment where they can do