Please correct this so that any other students that use this source are not thrown off. Citation looks good to me. Did your students also include a date of access, as is standard when referencing a webpage?
Probably best to just warn your students that referencing a website is pretty much the lowest source material and better to use this as a springboard to further research. Name required. Email required. Please note: comment moderation is enabled and may delay your comment.
There is no need to resubmit your comment. Notify me of followup comments via e-mail. Written by : golden. User assumes all risk of use, damage, or injury.
You agree that we have no liability for any damages. Author Recent Posts. Latest posts by golden see all. Help us improve.
Rate this post! Vygotsky believed that children developed cognitively when they were assisted by a More Knowledgeable Other MKO: parent, teacher, older sibling, peer to learn and practice new skills in a supported environment as a precursor to using them independently. Even a brief reflection of basic parenting activities supports this practice: children often lack skills which parents model for them and help them practice.
Riding a bike, putting away toys, learning how to hold a book, doing a jigsaw puzzle — all fall into this category. Even the classic tea party could be viewed as a supported practice of table manners for some children. Children have learned important skills at the knees of their parents and tutors since forever — skills they could not have easily developed without adult guidance and support. Cloth weaving, playing the zither, memorization of lists of battles, use of the abacus, interpretation of law, cheese making, surveying, calligraphy, metal working; whatever the culture deemed important.
They need only have a reliable, skilled MKO who can work with them in that area just above their own skill level, and support them as they practice new skills to the point of independence. Reading is an important skill, and the primary vehicle through which in our culture information is disseminated.
But reading is not actually necessary for learning to think critically and analytically. Children can listen to a story, prior to knowing how to read, and be guided through the process of evaluating and analyzing events, characters, motives, themes, etc. They do not need to spend hours on worksheets practicing word families and consonant blends or basic comprehension questions before they can hear, enjoy, and discuss a story critically if they have sufficient guidance and support from a MKO.
Unfortunately, children from impoverished backgrounds and English Language Learners are often condemned to worksheet purgatory instead of being assisted to develop the higher order thinking skills they need to be successful in school.
Additionally, this relegates them to the least engaging aspects of education rather than provide them with hands-on, engaging activities that stimulate still more learning. Our next journal post will discuss the links among all three of these areas. We offer a variety of trainings and workshops for districts, individual schools, and teachers to help improve student learning.
Curriculum Management Solutions, Inc. A child's thinking regarding these language constraints is very important in language development Woolfolk, A. Another aspect of language development involves private speech. Private speech is self-talk children and adults may use to guide actions and aid in thinking.
While Piaget may view private speech as egocentric or immature, Vygotsky understood the importance of self-directed speech. Private speech is considered to be self-directed regulation and communication with the self, and becomes internalized after about nine years Woolfolk, A.
Vygotsky also emphasized the importance of cultural tools in cognition. Cultural tools can be any technological tool or any symbolic tool which aids in communication Woolfolk, A. Language, the media, television, computers, and books are only a handful of all the cultural tools available for problem solving or learning. Higher-level processing is "mediated by psychological tools, such as language, signs, and symbols" Woolfolk, A.
After receiving co-constructed help, children internalize the use of the cultural tools, and are better able to utilize the tools in the future on their own Woolfolk, A. Another Vygotskian principle for teaching involves the zone of proximal development.
Like Piaget, Vygotsky believed that there were some problems out of a child's range of understanding. However, in contrast, Vygotsky believed that given proper help and assistance, children could perform a problem that Piaget would consider to be out of the child's mental capabilities.
The zone is the area at which a child can perform a challenging task, given appropriate help Woolfolk, A.
Piaget and Vygotsky also differ in how they approach discovery learning. Piaget advocated for discovery learning with little teacher intervention, while Vygotsky promoted guided discovery in the classroom. Guided discovery involves the teacher offering intriguing questions to students and having them discover the answers through testing hypotheses Woolfolk, A. The students are engaged in the discovery process; however, they are still receiving assistance from a more knowledgeable source.
A teacher utilizing Vygotskian methods for teaching would be a very active member in her student's education. The teacher would apply the technique of scaffolding by providing assistance and offering feedback when relating new information Woolfolk, A. Teachers should also make sure that students are provided adequate tools for learning. Students should be taught how to use tools such as the computer, resource books, and graphs in order to better utilize these tools in the future Woolfolk, A.
Teaching in the Vygotskian method would also incorporate group or peer learning Woolfolk, A. By having students tutor each other through dialogues and scaffolding, the students can begin to internalize the new information and come to a better understanding of the material. I believe that both Piaget and Vygotsky provided educators with important views on cognitive development in the child.
Piaget proposed that children progress through the stages of cognitive development through maturation, discovery methods, and some social transmissions through assimilation and accommodation Woolfolk, A. Vygotsky's theory stressed the importance of culture and language on one's cognitive development.
Regarding the two cognitive theories, I would be more apt to apply Vygotskian principles to my classroom. I believe that principles such as scaffolding, co-constructed knowledge, dialogue, and cultural tools are all important components of a student's knowledge acquisition.
By helping students within their zone of proximal development, we offer them useful learning strategies which they internalize and utilize later. Piaget proposed many applicable educational strategies, such as discovery learning with an emphasis on activity and play. However, Vygotsky incorporated the importance of social interactions and a co-constructed knowledge base to the theory of cognitive development. In conclusion, a teacher's focus should be to provide assistance to students in need, and provide cultural tools as educational resources.
Teachers should provide for group and peer learning, in order for students to support each other through the discovery process. Especially in today's diverse classroom, the teacher needs to be sensitive to her student's cultural background and language, and be an active participant in his knowledge construction. Works Cited.
Woolfolk, Anita. Educational Psychology. Boston: Allyn and Bacon.
0コメント