Slide 3Slide 4Slide 5Slide 6Slide 7Slide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Slide 15Slide 16Slide 17Slide 18Slide 19Slide 20Slide 21Slide 22Piaget’s Cognitive Periods and Approximate Ages Table 2.2Piaget on Language and Thought Table 2.4Vygotsky’s Theory-BasicsVygotsky and Stages of Language DevelopmentKey Differences Between Piaget and Vygotsky Table 2.5EMMANUEL KANTKNOWLEDGE AND MEANING ARE CONSTRUCTED BY THE INDIVIDUALINDIVIDUALS INTERPRET SENSORY INFORMATION AND CONSTRUCT PERSONAL, SOCIAL, AND CULTURAL MEANINGIT IS THE MEANING OF OUR EXPERIENCES, AND NOT THE ONTOLOGICAL STRUCTURE OF THE OBJECTS, WHICH CONSTITUTES REALITYCONSTRUCTIVISMJEAN PIAGETCOGNITIVE-DEVELOPMENTALTHEORY“A STUDENT WHO ACHIEVES KNOWLEDGE THROUGH FREE INVESTIGATION AND SPONTANEOUS EFFORT WILL BE ABLE TO RETAIN THAT KNOWLEDGE AND WILL HAVE ACQUIRED A METHODOLOGY THAT CAN SERVE FOR A LIFETIME.”“The central fact about psychology is the fact of mediation.”Lev VygotskyACTIVE AGENCYAdaptationDisequilibriumBiological Factors Environmental FactorsBEHAVIORCognitive Development MEDIATING MECHANISMSIndividual as active agent -emphasis on interpretation of information and on construction of meaningDevelopmental stagesCOGNITIVE CONFLICTWHAT CRITICAL ELEMENTS SEEM TO BE DE-EMPHASIZED IN PIAGET’S THEORY OF COGNITIVE DEVELOPMENT?2. CRITICAL ROLE OF LANGUAGE3. IMPORTANCE OF ASSISTED LEARNING1. HUMAN LEARNING CANNOT BE UNDERSTOOD INDEPENDENT OF THE SOCIAL AND CULTURAL FORCES THAT INFLUENCE INDIVIDUALS**The development of mind is the interweaving of biological development of the human body and the appropriation of the cultural/ideal/material heritage which exists in the present to coordinate people with each other and with the physical world.Lev Vygotskyfrom: Beyond the Individual-Social Antimony in Discussions of Piaget and Vygotsky, by Michael Cole and James WertschLEV VYGOTSKYSOCIAL-HISTORICAL THEORY OF COGNITIVE DEVELOPMENT•SOCIAL AND CULTURAL INTERACTIONS ARE CRITICAL TO LEARNING•INDIVIDUALS CREATE PSYCHOLOGICAL TOOLS TO LEARN AND TO MASTER THEIR BEHAVIORCultural influences - Tools and signs - Cultural artifacts - LanguageMediating mechanismsSocial ProcessInstruction (Zone of Proximal Development)Biological Factors Environmental Factors with emphasis on Sociocultural factors BEHAVIORDevelopmentTHE ZONE OF PROXIMAL DEVELOPMENT“ . . . is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determinedthrough problem solving under adult guidance or in collaboration with more capable peers” Lev Vygotsky, 1935POTENTIAL LEVELACTUAL LEVELINSTRUCTIONLEARNINGZPDPOTENTIAL LEVELACTUAL LEVELZPDSOCIAL (Cultural) MEDIATIONBiological Factors Environmental Factors with emphasis on Sociocultural factors BEHAVIORDevelopmentCultural influences - Tools and signsMediating mechanismsSocial ProcessInstruction (Zone of Proximal Development)CONCEPTUAL DIFFERENCES BETWEENVYGOTSKY PIAGETand1. COGNITIVE DEVELOPMENT IS PRIMARILY A FUNCTION OFSOCIO-CULTURAL INTERACTION Adult-child interactionINDIVIDUAL CONSTRUCTION Active agency. . . but see Cole and Wertsch’s Beyond the Individual-Social Antimony in Discussions of Piaget and VygotskyCONCEPTUAL DIFFERENCES BETWEENVYGOTSKY PIAGETand2. ROLE OF LANGUAGE AND PRIVATE SPEECHLANGUAGE CRITICAL - EGOCENTRIC SPEECH BECOMES THOUGHT THAT IS SELF-REGULATINGCOGNITION CRITICAL -EGOCENTRIC SPEECH DISAPPEARS AS SOCIAL SPEECH DEVELOPSONCE LANGUAGE DEVELOPS, COGNITION IS LANGUAGECOGNITION MEDIATES LANGUAGEHOW CAN I KNOW WHAT I THINK UNLESS I HEAR WHAT I SAY?Dean AchesonCONCEPTUAL DIFFERENCES BETWEENVYGOTSKY PIAGETand3. HOW DO CHILDREN LEARN BEST?SOCIAL INTERACTION •INSTRUCTION DEPENDENT•ASSISTED LEARNING (ZPD)•SCAFFOLDING•COGNITIVE SELF-INSTRUCTION - guided by inner speechINDIVIDUAL CONSTRUCTION•STAGE DEPENDENT •SELF-DIRECTED, SELF-INITIATED**•EXPERIMENTATION•INDEPENDENT MASTERY•EXPLORATION, DISCOVERYINTERNAL SELF-REGULATIONCONCEPTUAL SIMILARITIES BETWEENVYGOTSKY PIAGETand1. PARADIGMATIC CONSISTENCYSOCIAL CONSTRUCTIVISM with an ever so slight lean toward nurtureCOGNITIVE CONSTRUCTIVISM with an ever so slight lean toward nature2. FOUNDATION OF HUMAN DEVELOPMENTGENETIC EPISTEMOLOGYHUMAN DEVELOPMENT IS AN INTERACTION BETWEEN BIOLOGY AND ENVIRONMENT PRIMARILY MEDIATED BY AN INDIVIDUAL’S ACTIVE CONSTRUCTION OF MEANINGSOCIOCULTURAL MEDIATIONHUMAN DEVELOPMENT IS IS AN INTERMINGLING OF BIOLOGICAL AND SOCIAL FACTORS -“THE NATURAL AND THE CULTURAL” - THAT FORM A SINGLE LINE OF SOCIOBIOLOGICAL FORMATION OF PERSONALITYCONCEPTUAL SIMILARITIES BETWEENVYGOTSKY PIAGETand3. SOCIAL INFLUENCE ON LEARNING THE IMPORTANCE OF SOCIAL EXCHANGE DURING THE PROCESS OF EQUILIBRATIONTHE IMPORTANCE OF ASSISTED LEARNING TO REACH THE ZONE OF PROXIMAL DEVELOPMENTCONCEPTUAL SIMILARITIES BETWEENVYGOTSKY PIAGETandDeVries, R. (1997). Piaget’s Social Theory, Educational Researcher, 26(2), 4-17.Link to detailPiaget’s Cognitive Periods and Approximate Ages Table 2.21. The Sensorimotor Period-Birth to 18-24 months2. The Preoperational Period-2 to 7 years3. The Concrete Operational Period-7 to 11 years4. The Formal Operational Period-over 11 years3Piaget on Language and ThoughtTable 2.41. Egocentrism2. Organization of reality by sensory and motor abilities1. Increasing symbolic activity2. Beginnings of representation1. Reversibility2. Conservation3. Seriation4. Classification1. Development of logico- mathematical structures2. Hypothetico-deductive reasoningCharacteristicsPeriod (age in years)Outstanding LanguageEquivalentSensorimotor (0-2)Preoperational (2-7)Concrete Operational (7-11)Formal Operational (over 11)Language absent until finalmonths of period1. Egocentric speech2. Socialized speech1. Beginnings of verbal understanding2. Understanding related to concrete objects1. Language freed from the concrete2. Verbal ability to express the possible4Vygotsky’s Theory-BasicsConcept of developmentThe social origin of mindSpeech and development5Preintellectual speechNaive psychologyEgocentric speechInner speechVygotsky and Stages of Language Development6Key Differences Between Piaget and VygotskyTable 2.5Individual child constructs view of worldby forming cognitive structures -“the littlescientist”Equilibration-child acts to regain equilib-rium between current level of cognitivestructures and