2.1, 2.2

(2.1) One of the most cited theories of human development is that of Swiss biologist Jean Piaget.  After reading about Piaget’s basic assumptions (p. 27-32) look with particular attention at the stage of child development you would like to teach.  The other most cited theory of human development belongs to Russian developmentalist Lev Vygotsky.  Vygotsky’s theory of cognitive development leads us to expect greater diversity among our same-aged students than Piaget.  Given these two influential theorists’ ideas on cognitive development, how might you accommodate students who are not yet working at the level of their peers?

As an early childhood teacher the theory of constructivism is the one most relate to when teaching young children. The first two of Piaget’s assumptions mentioned in the books are the foundation of constructivism: Children are active and motivated learners and children constructs rather absorb knowledge. Piagets suggests that children construct their own beliefs and understandings from their experiences. A child who is not on the same level as his peers simply may not have had enough experience to develop schemes. It is my job as a teacher to provide challenging activities and learning areas that give children the experiences they need to develop more complex schemes.

These opportunities with in the classroom, according to Piaget, should put the child in disequilibrium. Figuring out how to put a child’s mind in disequilibrium can be done by exploring Vyhotsky’s zone of proximal development. The ZPD is defined by what the children can accomplish with some assistance. Providing activities above or below ZPD indicates not much learning is taking place. This is either because the activity is too easy or too challenging. Each child has their own ZPD. I think to help a child catch up to their peers, I must start figuring out the child’s ZPD and find ways for the child to consistently be in disequilibrium. Slowly, they children will catch up.

 

(2.2) Theories in educational psychology promote the idea that language plays a critical role in cognitive development.  Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching.  Consider how you might incorporate or adapt the strategies presented for use with your own students.

As a prek teacher one of most important things I can to do for language and vocabulary development is read to the children. Reading book allows them to hear words that may not always come up in conversation. It is also helpful to hear the words and see them in the context of the picture book. To promote listening skills in preschool, I would have a lot of conversations with the students. At first they may want to interrupt but with simple reminders such “it is my turn to talk, when I stop you may have a turn.”  As a preschool teacher I would adapt the suggestion of giving corrective feedback. I would not correct the child but instead model the proper way to say the word. An example of this may be a for year old telling a story about when he “goed” to the store, I may respond by saying “oh, when I go to the store I…” or “When I went to the store I..”