As a theory of learning, I believe that Vygotsky's cognitive constructivist theory is one which encompasses the Zone of Proximal Development. Children begin learning at the actual level in the classroom. With peer and adult guidance over time, students will be able to move to the potential level of development. After the potential level is reached, it will become the actual level, and a new problem will be presented as the potential level of development. This theory focuses on teaching that occurs between the teacher and the student and the teaching that goes on from student to teacher. Basically, the teacher is not the only teaching agent in the class. Both the teacher and the student are capable of teaching. Language is a critical part of learning because cognition is language. Students need to be able to articulate their learning to the teacher and to their peers. Historical, social, and cultural factors are all apart of the child's learning. We have to be mindful of these factors as we teach in our classrooms. The constructivist theory is strengthened here because it involves individual learning as well as group learning. Children need the social environment as it can help to form their knowledge in the classroom.
Compare: Both Piaget and Vygotsky believe in constructivism as it relates to student learning. Knowledge can be constructed in various ways as the child learns within the classroom environment. Both theorists believe that human development occurs as a result of construction in the child's mind as a result of what they experience and they will find meaning as they interact with others in the class. Both theorists believe that social interaction is important in the classroom so that students and teachers can learn from each other.
Contrast: In terms of cognitive development, the theorists differ in their point of view. Vygotsky believes that students can learn from teachers and vice versa. Piaget believes that individuals should construct their own knowledge. In social interaction, students are very dependent on the instructor for assistance while students only need a little guidance from the instructor in individual construction. Vygotsky and Piaget differ as it relates to learning and development. Vygotsky believes that learning results in development. The more we learn, the more we develop over time. But Piaget believes that learning and development are independent. I don't agree with this because learning is what is needed in order to develop. How can a person develop without learning? Vygotsky and Piaget also disagree as it relates to language and speech. Vygotsky believes that language is critical. I believe that cognition is important but students need to use their language in order to articulate their learning. Without language, can we know if a child's cognition has grown over the learning process?
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