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So far in HD FS 229, we have learned about several theories that describe, explain and organize data, and make predictions addressing how children change over time. We also learned that it is important for professionals who work with children and families to be knowledgeable of these theories. Professionals may find the theories useful for everyday work, decision-making, and see themselves as better able to serve the children and families they care for. Although we learned about several different theories, one theory that I found very interesting and beneficial at aiding in understanding even my own children’s development is Contextual Theory by a Soviet developmental psychologist, Lev Vygotsky. According to Vygotsky’s theory, cultural values,
Nature versus nurture is an argument in psychology over whether a person’s innate qualities and behaviors are caused from their environment or if they’re born with it. Vygotsky places more emphasis on the social factors that contribute to cognitive development, in other words he is in favor of the nurture argument. He believes that everyone learns from their culture, environment, and social interactions. He talks about a few of his theories like the zone of proximal development, and a more knowledgeable other. He also expresses his thoughts on developmental tools and the importance of language to cognitive development. All of these factors together support his idea that children’s behavior is learned.
To begin, my observation was at Webster Elementary School, a school placed in the city surrounded by houses and other schools. The specific classroom I am observing is full of Kindergarten students who seem to very advanced than I had imagined. The classroom walls are brick and white, but the classroom teacher Mrs. O'Brien does an amazing job keeping the space use for both an upbeat and educational vibe, especially for environmental print. Everywhere you look there are educational posters, numbers, and mental state vocabulary words, as well as, students completed work. To add, students sit in medium sized tables with 4-6 other students when they aren’t having whole group instruction on either
...as an individual, still finding a sense of closeness with their caregiver. The perceptions that are formed as an infant are progressively construed to structure who we are, what we do, and why we do the things we do. These long-term effects appear to grow and are constructive as internal working models which shape our behavior, self perception, sense of self, and our expectations of other people.
In regards to child development, Jean Piaget and Lev Vygotsky are both highly regarded and well known for their theories. Some educators view themselves as Piagetian while others view themselves as Vygotskians. They see Piaget and Vygotsky as being vastly different. Then there are others who see similarities between the two and hold both Piaget and Vygotsky as correct in their theories. The purpose of this paper is to examine the similarities and differences between Piaget and Vygotsky and determine what can be gained by better understanding these theories.
Lev Vygotsky stages of development were not defined by age or biology. Social and cultural experiences were the basis for his theory. Consciousness was an end product of social interactions (Kearsley, 1994-2010). The history of the child’s society and his own personal history determine how the child thinks. Language is crucial for development as it is with words that a child conceptualizes and makes sense of the world (Schütz, 2004). A precept of Vygotsky’s theory wa...
The study of human development is essential because it enables us to understand, explain, predict, and even control behavior (Gardiner & Kosmitzki, 2010). Having stated that, a theory greatly contributes to our understanding and analysis of our findings by providing a scheme that will lucidly present the information. Super and Harkness’s psychology of the caretakers
Lev Vygotsky and Jean Piaget are the two most influential developmental psychologists in history so one might think they would have very similar theories but this could not be more wrong. Piaget (1896-1980) Piaget 's theory stems from the idea that children develop in mostly solitary and are unable to see others perspective and progress through four stages of development(book). A major challenge to Piaget’s theory is Lev Vygotsky’s (1896-1934) sociohoristic theory which suggests that children acquire the tools of thinking and learning through social interacrtion with family and peers (seans book). Both of these psychologists’ theories are very similar in a number of ways but have a few crucial differences which separate them. (BOOK)
For Vygotsky, children are seen as active beings on their development through social interactions with parents, teachers, and other adults, as well as by participating in their cultural activities. The interactions they have with other individuals and their culture opens their minds to new information and helps develop skills not previously attained. To further understand cognitive development in Piaget and Vygotsky’s theory, we must first look at the processes involved.
All children have many characteristics that make them unique, yet they have a lot in common. All children have specialized needs at some point in their life. “When children have diverse needs, whether temporary or permanent, there is a danger of considering only how different those needs make them; educators may lose sight of how much they resemble other children. When that happens, the educator may forget these children have the same basic ...
The similarities in the theories, including the development perspective and dialectical approach, are very complex and focus upon the fundamentals of each theory. The differences in each theory make them very unique, including the autonomous and heteronomous approaches for each respective theory. The four cognitive stages of Piaget’s theory, including sensorimotor, preoperational, concrete operations, and formal operations, provide a clear, effective progression of an individual’s development path from infancy to adulthood. This is very unique to Piaget’s theory and is utilized immensely in academic studies of psychology. The fundamental aspects of Vygotsky’s theory, including cultural and historical factors contributing to the individual’s development is also very unique and is regularly utilized in academic studies. Without the research that each theorist conducted and presented, the psychology studies that we know today would not be the same. The work of both respective theorists will continue to be utilized in academia and in psychology for many years to
During his lifetime Vygotsky 's theories have been controversial within the Soviet Union. In the 1930s Vygotsky 's ideas were introduced in the West where they remained virtually unknown until the 1970s when they became a central component of the development of new paradigms in developmental and educational psychology (Vygotsky, 1986). While primarily Vygotsky 's theories were ignored, they are today widely known, although researchers do not always
Many researchers have written about child development, but none are quite as well known as Jean Piaget and Lawrence Kohlberg. Jean Piaget’s cognitive development theory and Lawrence Kohlberg’s moral development theory have been essential for researchers to gain a better understanding of child development. While these theories are unique in explaining different types of child development, they have many similarities and differences as well.
Jean Piaget and Lev Vygotsky are arguably two of the most noted and influential developmental psychologists. Their contributions to the field of developmental psychology, while different, also have several similarities. Throughout the following paper, I will discuss some of the similarities and, according to Orlando Laurenco, definitive differences of Piaget and Vygotsky.
Vygotsky moved there and began a collaboration with two other Russian psychologists. They in turn developed a ‘cultural-historical’ or ‘sociocultural’ view of human development that looked in depth at cognitive activities (Duchesne S, et al, 2013). Vygotsky’s theory was established from his past experiences and his interests in children’s development. Vygotsky’s sociocultural theory is one of the key theories that early childhood educators implement in their practices. In his theory, he emphasises the significance that language plays in children’s development (Pound L, 2012).
Child psychology, also known as child development, is the study of psychological growth of children; how these mechanisms develop from infancy to adolescence and why they deviate from one child to the next. Child development is associated with biological, psychological, and emotional diversity that occur in humans. Although there is a different advancement for each child, these developmental changes may be greatly determined by genetic factors and experience during prenatal life. The early years of a child’s life are very important for his or her health and development. Parents, health professionals, educators, and others can work together as partners to help children grow up to reach their full potential.