Piaget and Vygotsky Do Handout

1.      Sensorimotor

·         In this stage, it mainly entails the integration of motor activities. Infants continually touch, influence, look, pay attention to, and even taste and chew objects. These undertakings permit them to learn about their surrounding and are vital to their early cognitive development.

·         In this stage, the child’s understanding is mainly restricted as it is founded physical interactions and experiences. Behavior amongst infants. For instance, this may be experimented by hiding an object under the blanket, this would continuously prompt older infants to look for the item. However it may not trigger young infants, less than six months to search for the item.

·         For instance, in a game of peek-a-boo, a very young infant will trust that another individual or object has essentially disappeared and would act shocked or astonished when the object resurfaces.

Concepts (list 3):

a.       Object Permanence

b.      Goal Oriented Behavior

c.       Trial and error experimentation

2.      Pre-operational

·         At this stage, a child may utilize the fresh capability of representing objects in various undertakings. For instance, a kid play-acting to be a medic is likely to say to another kid “I am the medic, you be the patient, ok? Are you sick?”

·         At this stage, kids play-act regarding imaginary themes, for instance, as pirates and superheroes. Genuine objects and toys may not be required as children may now play-act through gestures, mime, or unrealistic objects.

Concepts (list 3):

a.       Extensive pretend play

b.      Language

c.       Intuitive thinking

Based on the above activities, the elements of Vygotsky’s theory may be implemented through the use of zone of proximal turn of events. A zone is considered as an area a child may solve difficult situation if given an apt assistance framework. There exist numerous issues regarding how children understand various aspects of their development. When accorded the right help and assistance, children have the ability to tackle issues that may not be within their reach.

3.      Concrete Operational

·         Acts as a significant transition between prior development stages and the coming stage where children get to learn ways of thinking more hypothetically. An activity to illustrate this concept may involve acknowledging that each time you are around a cat, a child may have itchy eyes, a runny nose, and an inflamed gorge.

·         At this stage a kid understands that if a candy is split into reduced pieces, it remains to be a similar amount when the candy was whole. This is a disparity to younger kids who trust that gushing a similar quantity into two cups signifies there is more.

·         Based on the aspect of observation, it serves as a significant changeover between the preoperational and formal operational periods. It is important to engage in activities that portray concentration on various elements of a situation at the same time, which plays a vital role in understanding of conservation.

Concepts (list 3):

a.       Class Inclusion

b.      Conservation

c.       Observation

4.      Formal Operational

• Characterized by the capability to articulate hypotheses and systematically test them to get a response to a challenge. For instance, to teach proportional reasoning, present a chance of exploring numerous hypothetical queries and solving problems and reasoning scientifically.

·         Formal operational thoughts are full of idealism and opportunities. An activity to illustrate idealism involves engaging in meditation and concentration along with initiating the element of self-study.  In this case, a child becomes more critical of other people.

• Rather than solely relying on previous experiences, kids start to contemplate possible consequences of actions. To critically understand the concept, it is integrate the continued use of concrete operational teaching approaches and materials.

Concepts (list 3):

a.       Proportional Reasoning

b.      Idealism

c.       Separation and Control of Variables

I would incorporate Vygotsky’s theory of cognitive development to further clarify the relation between culture and learning.  While Piaget trusted that a kid builds a unique view of the universe, Vygotsky proposed that other individuals in a kid’s social circle have an impact on their standpoints, standards, and approaches. Language is eventually the instrument by which we convey the anticipated behaviors and hence facilitate the growth of a community and its culture.