Learning Theory Application in Classroom
PSYCHOLOGY OF TEACHING AND LEARNING (ED504)
MODULE 2: MAIN ASSESSMENT
QUESTION 2: Imagine you are on your break hour at school and you walked into the staff lounge to discover Piaget, Vygotsky, Erikson and Kohlberg are there. Their conversation is about learning and development. Write a paper tracing the conversation between each of these theorists. Be sure to accurately reflect the stance that each theorist would take. What would be the implications of any one of the theorist as a teacher and how could the theory be applied to the classroom?
VTDI)
This Paper is in Partial Completion Fulfilment of a
POST-GRADUATE DIPLOMA IN EDUCATION AND TRAINING
Date: October 13, 2011
Piaget, Vygotsky, Erikson and Kohlberg individually expounded their views on learning and development as outlined below.
Piaget’s Cognitive Development Theory consists of four stages of intellectual development. Stage 1—Sensorimotor Stage. Birth to age 2. The child recognises self as agent of action and begins to act intentionally. The child realises that things continue to exist even when no longer present to the sense. Stage 2—Preoperational Stage Age 2-7. Learns to use language and to represent objects by images and words. Children learn through imitation and play during this stage. They begin to use reasoning; however it is mainly intuitive, instead of logical. Stage 3—Concrete Operational Stage Age 7- 11. Can thinks logically about objects and events. However this is confined to their level. Stage 4—Formal Operational Stage Age 11-adulthood. Can think logically about conceptual scheme and test hypotheses systematically.
Erikson’s psychosocial theory of development shows that personality emerges from a series of conflicts. These conflicts arise at eight stages over the entire life cycle. These crises if resolve or unresolved can result in a greater sense of self or can lead to maladjustment respectively. Below is an outline of the steps and psychosocial interactions
MODULE 2: MAIN ASSESSMENT
QUESTION 2: Imagine you are on your break hour at school and you walked into the staff lounge to discover Piaget, Vygotsky, Erikson and Kohlberg are there. Their conversation is about learning and development. Write a paper tracing the conversation between each of these theorists. Be sure to accurately reflect the stance that each theorist would take. What would be the implications of any one of the theorist as a teacher and how could the theory be applied to the classroom?
VTDI)
This Paper is in Partial Completion Fulfilment of a
POST-GRADUATE DIPLOMA IN EDUCATION AND TRAINING
Date: October 13, 2011
Piaget, Vygotsky, Erikson and Kohlberg individually expounded their views on learning and development as outlined below.
Piaget’s Cognitive Development Theory consists of four stages of intellectual development. Stage 1—Sensorimotor Stage. Birth to age 2. The child recognises self as agent of action and begins to act intentionally. The child realises that things continue to exist even when no longer present to the sense. Stage 2—Preoperational Stage Age 2-7. Learns to use language and to represent objects by images and words. Children learn through imitation and play during this stage. They begin to use reasoning; however it is mainly intuitive, instead of logical. Stage 3—Concrete Operational Stage Age 7- 11. Can thinks logically about objects and events. However this is confined to their level. Stage 4—Formal Operational Stage Age 11-adulthood. Can think logically about conceptual scheme and test hypotheses systematically.
Erikson’s psychosocial theory of development shows that personality emerges from a series of conflicts. These conflicts arise at eight stages over the entire life cycle. These crises if resolve or unresolved can result in a greater sense of self or can lead to maladjustment respectively. Below is an outline of the steps and psychosocial interactions
References: Atherton J S (2011) Learning and Teaching; Piaget 's developmental theory [On-line: UK] retrieved 8 October 2011 from http://www.learningandteaching.info/learning/piaget.htm Crawford, K. (1996) Vygotskian approaches to human development in the information era. Educational Studies in Mathematics. (31) 43-62. Karpov, Y., & Haywood, H. C. (1998). Two ways to elaborate Vygotsky 's concept of mediation: Implications for instruction. American Psychologist, 53(1), 27-36. Learning Theories Knowledgebase (2011, October). Erikson’s Stages of Development at Learning-Theories.com. Retrieved October 8th, 2011 from http://www.learning-theories.com/eriksons-stages-of-development.html Learning Theories Knowledgebase (2011, October). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved October 8th, 2011 from http://www.learning-theories.com/vygotskys-social-learning-theory.html Robert N. Barger, Ph.D.(2000) A Summary of Lawerence Kohlberg 's, Stages of Moral Development retrieved October 7th, 2011 from http://www.csudh.edu/dearhabermas/kohlberg01bk.htm .Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100