CYP 3.1 Understand Children and Young Person development There are many factors that influence child development‚ and for most of them‚ we do have some control. When working with children and young people it is important to have a good understanding of what children need to grow‚ so as professionals we are better able to address the needs. A child’s environment‚ for example‚ their family or school play a huge part in their development. Some of the main factors that influence a child’s
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closely represents my own philosophy. Vygotsky felt that “children learn social interaction. They acquire cognitive skills as part of their induction into a way of life. Shared activities help children internalize their society’s modes of thinking and behaving and those folkways their own” (Papalia‚ Olds‚ & Feldman‚ 2008). My education philosophy is to produce the best most achievable learning experience for all students in my classroom. Lev Semenovich Vygotsky developed Vygotsky’s Socioculture
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Piaget’s developmental model occupies itself with the functions of the brain and the way it displays its construction of knowledge. In other words‚ Vygotsky appears to theorise from the outside in and Piaget‚ from the inside out. This essay will investigate to what extent this view is valid. As well as looking at the background of Piaget and Vygotsky to attempt to provide a framework from where each man developed his ideas‚ an attempt will be made to draw out the similarities and differences and
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Evaluation on two theories of cognitive development This essay I will look at the similarity and the differences between Piaget’s and Vygotsky’s theories in explanation of child cognitive development. Particularly it will describe their theories on the importance of social interactions in influencing development. I will give a brief overview of the four stages of Piaget’s theories. Piaget’s and Vygotsky’s theories will then be evaluated‚ with key terms explained. I aim to show that Vygotsky’s theory
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Lindon‚ 2001) both highlighted the role of more mature ‘others’ in influencing childrens development. This is also posited by Lev Vygotsky who criticised Piagets’ lone scientist beliefs‚ emphasising the need for support from families‚ communities and other children to extend a childs learning in his Zone of Proximal Development (ZPD) theory (Pound‚ 2005). Vygotskys’ ZPD has been defined as "the distance between the actual developmental level as determined by independent problem solving and the level
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First Assignment Due date: May‚ 30th The group chosen is “B”. It has to do with Experimental learning (Constructivism). As the name suggests‚ experiential learning involves learning from experience.It builds a “bridge” from the known to the new by taking the learner’s perceptions and experiences as the point of departure for the learning process.The theory was proposed by psychologist David Kolb. According to Kolb‚ this type of learning can be defined as "the process whereby knowledge is created
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In this essay my discussion of the human development thought out the lifespan so the theorists I have chosen are Erik Erikson‚ Jean Piaget‚ and Albert Bandura‚ john bowlby and also Vygotsky to look into the theories also relate them to the modern early childhood education these days. The four theories will be arguing about how the influences of the hereditary and the environment pr personal experiences that affects ones life path THEORIST AND THEIR THEORIES Erik Erikson is a psychoanalytical
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Vygitsky’s term for the range of tasks that are too difficult for children to achieve alone but can be achieved with the guidance and assistance of adults or more skilled children. In regard to cognitive development‚ Vygotsky used this term to describe the changing level of support over the course of a teaching session‚ with the more-skilled person adjusting guidance to for the child’s current performance level. An approach that emphasizes the social contexts of learning
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Introduction to this Paper The No Child Left Behind Act has stacked the deck against schools with special needs. At this point in time with the 2004 elections right around the corner‚ it seems that this Act is taking a lot of criticism for it’s rigid approach to the educational progress of our children today. No Child Left Behind has some wonderful goals and aspirations: to "close the student achievement gap‚ make public schools accountable‚ set standards of excellence for every child‚ and
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An Overview of Language Teaching Methods and Approaches “…there is‚ as Gebhard et al.(1990:16) argue‚ no convincing evidence from pedagogic research‚ including research into second language instruction‚ that there is any universally or ‘best’ way to teach. Although‚ clearly‚ particular approaches are likely to prove more effective in certain situations‚ blanket prescription is difficult to support theoretically. The art of teaching does not lie in accessing a checklist of skills but rather
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