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
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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. This essay will discuss how rather than being an alternative‚ Vygotsky’s views on cognitive development complements Piaget’s. Initially‚ the term cognitive will be defined before having a look at Piaget’s stages of cognitive development and subsequently analyzing
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not to produce little living libraries on that subject‚ but rather to get a student to think mathematically for himself‚ to consider matters as an historian does‚ to take part in the process of knowledge getting. Knowing is a process not a product. (Bruner 72) A teacher is someone who provides social and intellectual development in children lives‚ providing them with ways to conduct themselves within a classroom and in the community. In order for me to accomplish these goals‚ I will teach and attend
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Piaget’s Theory of Cognitive Development Jean Piaget (1896-1980) was one of the most influential researchers in the area of developmental psychology during the 20th century. Piaget originally trained in the areas of biology and philosophy and considered himself a "genetic epistemologist." He was mainly interested in the biological influences on "how we come to know." He believed that what distinguishes human beings from other animals is our ability to do "abstract symbolic reasoning." Piaget’s views
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Memory is an important dimension to learning‚ which involves the process of encoding information either visually‚ acoustically or semantically. Piaget viewed the processes of accommodation‚ assimilation and equilibrium as essential for children’s cognitive development. The ability for one to improve on their learning can be achieved through their ‘meta cognition’. This involves the learner having an awareness of their prior knowledge‚ and putting further plans in place to build upon this knowledge
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where students must learn to access information. Learning is an internal process and influenced by the learners personality‚ prior knowledge and learning goals (Brooks & Brooks‚ 1993). Piaget studied how children reasoned and called it genetic epistemology‚ or the study of the development of knowledge. Piaget went on to identify four major stages of cognitive growth that emerge from birth 0-2 years which is the sensorimotor stage‚ 2-7 years which is the preoperational stage‚ 7-11 years which is
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KOHLBERG’S SIX STAGES Level 1. Preconventional Morality Stage 1. Obedience and Punishment Orientation. Kohlberg’s stage 1 is similar to Piaget’s first stage of moral thought. The child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey. To the Heinz dilemma‚ the child typically says that Heinz was wrong to steal the drug because "It’s against the law‚" or "It’s bad to steal‚" as if this were all there were to it. When asked to elaborate‚ the
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Assignment 2: PPD “Critically examine the work of three selected authors from the readings in the Resource Booklet in relation to how children develop and learn and how teachers and other adults impact upon this process. Reflect upon the impact the knowledge gained from this reading has had on your own developing understanding of your role as a teacher.” I have been asked to critically examine and discuss the work of three selected authors and to compare and contrast their views. I will
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they can make one thing stand for another. He thought that the best way for children to try out symbolic behaviour was in their play. He thought that as they pretend and imagine things‚ children show their highest level of learning. Similarly to Vygotsky he thought that children’s best thinking is done when they are playing. He also designed various items and activities to help symbolic behaviour. He encouraged children to draw‚ make collages and model with clay. He encouraged play with special
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(2008) and the revised EYFS framework (2012) will act as a guide for assessing their current development as well as discussing next steps. Theories of how children learn will be explored when evaluating the observation‚ with comparisons made between Piaget and Vygotsky’s theories of play. In giving a rational for the group learning experience (the bubble activity)‚ I will explore the individual needs of the children and the role of the practitioner when carrying out adult-led activities. Clear objectives
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