Constructivism_Vygotsky_Piaget_Bruner

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Dec 6, 2023

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Liberty University Course: EDUC 701 Advanced Theory & Research Constructivism Vygotsky, Piaget, Bruner: Vygotsky Sociocultural Development Theory of development, building upon the importance of social interaction with those around them and the development of their cognition. He passed away at an early age. He said that babies have elementary mental functions: 1. Attention 2. Sensations 3. Perception 4. Memory Through interaction with their environment, these elementary mental functions are developed into more sophisticated functions or higher functions. The tutor is a model to the child such as a teacher, parent, etc. The child tries to do the action, and then they internalize this. Uses the example of putting a puzzle together with her dad and how he helped her put the pieces together for the edges first and then the middle pieces. The higher mental function is independent. This type of social interaction requires dialogue and doing (?). Key terms for this interaction: MKO: more knowledgeable other (her dad was the MKO) + the other person that leads the learning process. Zone of Proximal Development: a part where the most sensitive structure of guidance should be given; the zone of guidance should help the learner to achieve their goal. What develops is higher mental function. Ex: a box that shows all the things that we can’t do. A little circle inside represents what we can do. The Z of D is the link between the two. The area is most sensitive to the learner that allows the child to develop. ZPD involves interaction with the MKO and provides a skill to use in the future. The importance of language. Children engage in speaking out loud to themselves, and this aids in their development. The language was an accelerator for thinking and speaking. Language develops in social interactions to communicate, and as we grow, it becomes internalized. Thought was a result of language. Recap: Three main parts of his theory: MKO, Zone of Proximal Development, and Language

Piaget’s Stages of Cognitive Development Long ago, people thought that children were mini adults. However, Piaget thought children went through different stages of development. 0-2 years : sensorimotor stage, using the five senses to learn about the world; they are also very active (motor) They learn object permanence; they don’t realize that when an object is gone, it still exists. 2-7 years : Preoperational stage, imagining things, pretend to play, begin to use symbols to represent things; this is also when they begin to talk. They are VERY egocentric. They will try to hide from you by covering their eyes. 7-11 years : Concrete operational stage (mental operations), they learn the idea of conversation. What stage are they in? Take two identical glasses and pour them into different containers and see what the child will say. A fun little test. They begin to reason about mathematics. 12 and up : Formal operational stage. They can reason about abstract concepts and reason about what will occur. They become more like adults, and they continue to develop over time. Chapter 8 Constructivism (Schunk, 2020) Schunk, D. H. (2020). Learning theories: An educational perspective [8th ed.]. Pearson. Constructivism: individuals form or construct much of what they learn and understand. There is no one constructivist theory. Perspectives differ in how they view the process of construction. There are cognitive and social constructivists (see page 314). Assumptions and Perspectives pg314. Thinking resides in the mind rather than in interaction with persons or situations. Learning and thinking processes are relatively uniform across persons. Some situations require higher-order thinking than others. Thinking derives from knowledge and skills developed in formal instructional settings more than from general conceptual competencies.  Highlight the contributions of the individual to what is learned.  Social interactions are important in learning skills and knowledge.  The philosophical explanation that learners create their own learning.  Make general predictions that can be tested.  Knowledge is not imposed from outside a person but rather formed from the inside.  There is not one constructivist thought.  Believe that persons, behaviors, and environments interact in a reciprocal fashion.  Learner’s construct understanding underlies many principles.  Types of constructivism: o Exogenous: learning represents a reconstruction of the external world. o Endogenous: knowledge derives from previously acquired knowledge and not directly from environmental interactions.

o Dialectical: Knowledge derives from interactions between persons and their environments. Situated Cognition pg317. Cognitive processes are situated in physical and social contexts. Situated learning, aka situated cognition involves relations between a person and a situation. Application 8.1. Constructivism and Teaching: all subjects focus on the same topic. In the example of the pumpkin, the study of the pumpkin was integrated into the curriculum. Neo-Piagetian Theories pg324. What do they believe? The basic premise and assumptions of Piaget but they incorporate information processing. Jerome Bruner’s theory  Does not link stages in development with cognitive structures as Piaget.  Highlights the various ways that children represent knowledge.  Modes of knowledge representation: o Enactive: motor responses, ways to manipulate objects, and aspects of the environment. o Action-free mental images; visual properties of objects and events that can be altered. o Symbolic: symbol systems are remote and arbitrary. Spiral Curriculum pg328. Teachers should vary instruction depending on learners’ developmental levels. Teaching as a means of prompting cognitive development. Instructions should be differentiated to match the child’s cognitive capabilities.  Instruction should be differentiated to match the learner’s cognitive abilities.  Concepts initially should be taught in a simple fashion so children can understand them and be represented in a more complex fashion with development. Private Speech and Socially Mediated Learning pg338. Constructivism states that learning involves transforming and internalizing the social environment. Private Speech:  Inner speech refers to the set of speech phenomena that has a self- regulatory function but is not socially communicative.  Pavlov noted that conditioning in humans is not similar to animals and that in humans, several stages combined. Linked this to the human capacity for language.  Luria, a Soviet psychologist, focused on a child’s transition in language (see pg338). Luria believed that private, self-regulatory speech directs behavior through neurophysiological mechanism.  Vygotsky: focused on mediating and self-directing, private speech helps direct thought by organizing behavior. Private speech works in conjunction with a child’s interactions in the social environment. Verbalization and Achievement:

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 Verbalization of rules, procedures, and strategies can improve student learning.  Utilize self-instructional training procedures (see pg339) to teach learners cognitive and motor skills. Note self-talk is positively associated with self- regulation.  Thinking aloud is beneficial for students who often experience learning and performance difficulties. Positive results with impulsive learners, learning disabled and mental retardation, and remedial learners. Verbalization can also interfere with learning by distracting children from task at hand. Socially Mediated Learning:  Many forms of constructivism and Vygotsky stress the idea that learning is a socially mediated process.  All learning is mediated by tools such as language, symbols, and signs. Children acquire the tools during their social interactions with others. Not all learning requires social interaction. Problem-based learning leads to higher achievement.  Contemporary learning theories that reflect constructivism is that people construct implicit theories about their environments and revise those theories of their minds and those of others.

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