Annotated Bibliography Vygotsky

Lev Vygotsky developed a theory of cognitive development in children and young adults. His theory of cognitive development states that people’s mental structures are based on their interactions with OTHERS. Basically he says that other people create our thinking processes and cognitive structures as we interact with them, which begins particularly at a young age. Vygotsky supported sociocultural theory, “which states that the role of development in children happens through their community and interactions” (Woolfolk 59). This is referring to peoples ways of thinking and behaving in other words. Vygotsky notes three themes that explain how these social interactions dictate people thoughts. The three themes are co-constructed, cultural tools, and private speech. “Every function in a child’s cultural development appears twice: first, on the social level and later on the individual level; first between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, logical memory, and to the formation of concepts. All the higher functions originate as actual relations between human individuals” (Woolfolk 59). Higher mental processes and thinking through problems are first co-constructed during activities between children and another person. The child internalizes the process and it becomes part of their activities with other people. It means that together they figure something out, then later on the child can use that interaction to regulate their own behavior. This can be applied in a classroom for a lot of problem solving situations. For intense if I gave a math word problem, and asked the class a serious of questions as to help them figure out the problem, they would be able to answer the question. This would help them to answer this kind of math problem in the future, without my help. Vygotsky believed that children’s cognitive development happens through interactions with people who have a higher, more advanced thinking, people such as PARENTS or TEACHERS. This could be applied in the classroom, because children learn from their teachers, who have a more advanced thinking and they help their students solve problems, and questions, and

There are a few key concepts that significantly stand out when researching into Piaget’s theory. One important concept that is an obvious stand out is the stages of cognitive development (Margetts, 2016). From examining this theory it shows that Piaget broke down the stages of cognitive development into four different phases according to age and the person’s ability to use their brain to function and think (Margetts, 2016). The stages are Sensorimotor Stage (0-2 years), Preoperational Stage (2-7 years), Concrete Operational Stage (7-11 years) and Formal Operational Stage (11 years to adult) (Ey, 2015). During the sensorimotor stage, intelligence is demonstrated through motor activity without the use symbols (Second Source), this indicates that children (0-2 years) are

Jean Piaget is known for his theories in cognitive development theory. His theory is based on the idea that children constantly construct knowledge as they explore and mold their environment. There are four stages in Piaget’s theory, sensorimotor, preoperational, concrete operational, and formal operations, the stages also corresponds with how old the child is. Not every child will be in the stage that matches the child’s age because some children are exceptional. Piaget’s theory is based on the cognitive development of how the average child shows their learned behavior through performed tasks. As I went through the first interview, I realized that how the children came to develop their answers was what’s important about the assignment. each child with the Piagetian Task Kit, I started to realize The Piagetian Task Kit helped me examine and see where each child was at in their cognitive development level.

Research done by Piaget involves the theory of cognitive development in children (Packer, 2017). Piaget used his own child to develop what is considered the most comprehensive methods for understanding the phases of child development. Dr. Franco uses Piaget’s research to build upon her own research. All

Piaget and Vygotsky both believed that young children actively learn from their hands-on, day-to-day experiences. Jean Piaget portrayed children as "little scientists" who go about actively constructing their understanding of the world. His theories hold the essence of developmentally appropriate curriculum since Piaget believed that children undergo cognitive development in a stage-based manner, such that a very young child would not think about things the same way that an adult might. He referred to the knowledge and the manner in which the knowledge is gained as a schema. In order to build on the cognitive stages that children experience, informal learning opportunities, formal instructional sessions, and the utilized curriculum must all dovetail with a child's current cognitive stage so that assimilation of the new knowledge may occur. Working with what the child knows and experiences, parents and teachers create bridges to the next cognitive stage that are characterized by the child's accommodation. Piaget argued that optimal learning took place in this manner and that adults should avoid thinking that they can accelerate a child's development through the age-based, maturity-referenced stages. This is because a child works toward establishing an equilibrium between the assimilation and application of new knowledge and changing their behavior to accommodate their newly adopted schemas.

His sociocultural theory suggests, “that social interaction leads to continuous step-by-step changes in children's thought and behavior that can vary greatly from culture to culture. (Gallagher, 1999)” Each child’s development depends on the interactions they have with people and what the culture provides them with to form their view of the world. The children will figure out their ways of thinking and behaving by interacting with older, more knowledgeable people. Vygotsky believes that, “social interaction will lead to ongoing changes in a child’s thought and behavior. (Gallagher,

Cognitive developmental theory is founded on the idea that children gain knowledge by exploring and influencing the world that is all around them. According to Mossler (2014) “After many years of observing the mental limitations of children, including his own, Piaget came to the conclusion that children of

The strengths of Piaget’s theories are that many parents and teachers use his theory to develop ideas on how to improve upon a child’s development. The different stages Piaget explained in his theory can help a teacher or parent judge where they think children are at developmentally. It can also help them see what areas the child needs to work on in order to move to the next stage (Cherry, 2017). The teachers can teach and remediate students based on what level or stage they are at. Thanks to Piaget’s theory now we can better understand children, so now we can communicate with them better since we know how they are thinking and developing (Kail, 2016). Piaget’s theory also inspired other researchers to further study child development and improve upon the research that he

A major theory that works well with this stage is Piaget’s cognitive-developmental theory. His theory focuses on the mental activities such as thinking, perceiving, remembering, believing, and reasoning. Piaget believed that children go through four universal stages of cognitive development. Apparently, a child goes through these four stages of cognitive development because they are trying to construct a mental model of the world. In this stage of life, a child is in the third stage, the concrete operational stage. The concrete operational stage is just as it sounds, children at this point think more logically, but cannot grasp abstract and hypothetical concepts. Interestingly, this is also the door to when the child starts to think about what people say of him. This concrete way of thinking helps to let the child understand their thoughts and how they are unique to their environment. Around this stage, most children begin to lose their childlike imagination and start to see the world for how it really is, even if they fully understand everything. For school-age children, the beginnings of cognitive self-regulation are shown to be understood yet not fully followed through. Cognitive self-regulation is the process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts (Berk 2014). Piaget's theory works best with this stage in life because it pertains to school-age children that start their way into

Piaget’s Theory of Cognitive Development is a theory built upon stages in the development of children. Each stage in this theory pertains to specific age ranges, and involves cognitive achievements and limitations distinct to that age. The theory attempts to depict how children understand the world throughout their development. Though the theory follows an age range with certain the theory itself should not always be seen as concrete (Bibace, 2013). Piaget’s theory of cognitive development can be used in classrooms around the world to have an underlying understanding of a child’s development based on their age. Piaget’s theory can also be used to help identify developmental delay in children compared to their peers at similar ages

Jean Piaget’s theory is being applied in child development study because his theory shows that it has stimulated much research and has found wide support among educators. He had developed a set of

Next is the preoperational stage which is the most important stage in cognitive development process. In this stage, the children learn everything from the natural phenomena such as language and behavior. This stage is allowed them to start the symbolic thinking. For example, when a box is pushed in front the children, they imagine the box as a moving car. Then, they make the car sound when they think that is a car. Besides, children in this stage start to work with the problem solving tasks just like the ways to get the thing at cupboard and ways to wear shirt. Ojose (2008) mentioned that “children’s perceptions in this stage are generally restricted to one aspect or dimension of an object at the expense of the other aspects” (p. 27). For instance, when one 500ml bottle is filled with water fully and one 1500ml bottle is filled with ¼ of water, the children think that the 500ml bottle is more water than the 1500ml bottle. That is because the children can only differentiate the dimension and the height as they do not know the amount of the water inside the bottle. When teaching the child in this stage, the adults act intelligently. They give an effective question about the characteristic object for developing their cognitive. For example, mother, who teaches

In conclusion, (Cherry, 2015) Piaget’s theory of cognitive development had a great effect on education. Although, Piaget did not really put his theory in application like this, great deal of educational providers build their teaching programmes upon beliefs, that each child should be thought on the level which they are developmentally ready.

Educational Implications of Piaget’s Theory. Piaget’s theory of cognitive development is well-known and provides a basic understanding of the cognitive process and how children

Vygotsky studied the Sociocultural Theory, which had three themes: the social sources of individual thinking, the roles of cultural tools in learning and development, and the zone of proximal development (Driscoll, 2005; Wertsch & Tulviste, 1992 as cited in Woolfolk 2013). In other words, Vygotsky believed that the happenings of people occur in cultural settings and cannot be understood outside of these situations. This theory emphasizes the relationship between children and those who are more knowledgeable because children learn through the culture of their environment and through their interactions.