Zone of Proximal Development Vygotsky introduced the construct of the zone of proximal development (ZPD) as a new approach that aims at matching the learning with the child’s level of development (Palincsar‚ 1998). In other words‚ ZPD connects psychological perspective of child development with that of a pedagogical perspective on 28 instruction (Hedegaard‚ 1990). It implies the importance of the social environment and the support and assistance it can offer for development. It encompasses a degree
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How can I cater for all students’ abilities in a given class? I must focus on inclusive practices and also my assessment techniques. I must include all students in activities and questions but I need to be careful of my instructions and verbal questioning proposed to each individual student in order to avoid excluding students and harbouring discomfort within the classroom environment. I need to cater for slow-learning students by presenting them with questions and tasks that
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Word Count: 4890 What theories of learning and teaching influenced‚ and were developed by‚ your planning‚ teaching‚ assessment and evaluation of a unit of work? Critically evaluate and analyse the contribution of these theories and their application in the unit of work to student attainment. ___________________________________________________________________________ - I cannot teach anybody anything‚ I can only make them think - Socrates Introduction This essay will discuss the influence of pedagogical
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experiences that encourage assimilation and accommodation. Robert Gagné is one of the key constructivist theorists. He is also known as a bridge theorist because he took the best of both worlds‚ behaviorism and cognitivism‚ to create his view of instruction and its design. Like Skinner‚ Gagné believes that learning results in behavior changes that are observable. He called these changes in behavior outcomes. Outcomes‚ according to Gagné‚ are descriptions of educational goals in terms of what is to
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Dr MARIANI BTE MANSOR KEL5100: CHILD DEVELOPMENT THEORY Student Ayda Azharkamandi GS35985 History of cognitive approach Cognition is the mental activity and behavior that allows us to understand the world. It includes the functions of learning‚ perception‚ memory‚ and thinking; and it is influenced by biological‚ environmental‚ experimental‚ social‚ and motivational factors. Varieties of theories have been proposed to explain the pattern of cognitive development observed in children. However
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Piaget’s theory of cognitive development consists of four evident phases. The first is referred to as the sensorimotor stage. This stage typically occurs between birth and two years of age. During the sensorimotor stage children at first rely solely on the reflexes (sucking and rooting for example) that they were born with. Intelligence manifests itself through motor activities‚ for example children learn to crawl and walk during this stage. Most of the knowledge acquired during this stage is through
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authoritative position in the classroom. Pragmatic philosophers believe the role of the teacher is to create a learning environment in which students can have meaningful interactions learning with peers. A good teaching strategy is interactive instruction. This skill develops healthy discussions and interactions with the peers and learners. As a teacher he/she creates the environment for students to interact with each other for them to engage in a talk which is relevant to what they are learning
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Implementing Vygotsky ’s Social Learning Theory in the Classroom Jodi Zeman Growing and Learning Theories VTE-ED 571 October 25‚ 2010 Sheryl Bunn 2 Implementing Vygotsky’s Social Learning Theory in the Classroom Contrary to Sigmund Freud ’s theory‚ Lev Vygotsky ’s concept is anchored in the idea that a child learns new complex tasks from a more advanced adult or sibling helping him or her through these new situations. His cognitive-developmental approach
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Unit 2 Assignment. E1+E2) Children at the age of 3-5 years old develop at different rates. For physical development a child at the age of 3 should be able to stand on one leg‚ kick a football‚ play catch with a large ball and even throw overhand. For their fine motor skills they are able to hold crayons and be able to stack eight or more blocks. At 4 years old a child should be physically be able to hop using only one foot‚ they can feed themselves using a knife and fork properly and climb outside
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Corporation‚ Melbourne. Piaget‚ J. (1967). “The genetic approach to the psychology of thought”. In J.R. Dececco (Ed.)‚ The psychology of language‚ thought‚ and instruction. Pp.271-276. New York‚ NY: Holt Rinehart. Reynolds‚ R. (2012). Teaching History‚ Geography & SOSE in the Primary School‚ (2nd ed). Melbourne‚ Oxford University Press. Vygotsky‚ L. 1978. Mind in society: The development of higher psychological processes. Cambridge‚ Mass.: Harvard University Press. Wolf‚ D. P. 1987. The art of questioning
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