Unit 3, Chapter 2 QTC

(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?

Based upon Piaget’s and Vygotsky’s theories and given my role as an elementary school teacher, I think it is important to consider childhood development when developing plans to accommodate students who are not working at the level of their peers.  For instance, Piaget assumes children have a natural desire to learn and are actively motivated to understand the world around them.  However, “as a result of maturational changes in the brain, children think in qualitatively different ways at different ages “(p. 29).  Given that there can sometimes be a tow year age gap in a classroom, it’s important to be aware of these maturational differences.  Students may be at a preoperational stage of cognitive development while other peers are beginning to reason and in concrete operations.  To promote cognitive development and accommodate students who are not yet working at the same level of their peers, I would allow students to have opportunities to engage in social interactions with their peers.  These type of opportunities are beneficial because “peers speak at a level children can understand, they are more willing to disagree with and challenge the ideas of their peers, and when children hear competing views held by their peers- they may be motivated to reconcile the contradictions” (p. 38).

                Vygotsky’s basic assumptions focus on a child’s social and cultural environments to foster cognitive growth align with the accommodation of social interactions for those students who are not yet working at the level of their peers.  For instance, according to Vygotsky, “complex mental processes begin as social activities and gradually evolve into internal mental activities children can use independently” as a result of internalization (p. 40).  Furthermore, by grouping students with more advanced peers, children’s level of potential development increases, promoting cognitive development.

(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.

                To foster cognitive development through language in my elementary (k-2) students, I would definitely plan to incorporate read alouds regularly as a means of enhancing student vocabulary.  This strategy not only enhances vocabulary but also promotes the development of listening comprehensions.  By having students sit quietly, pay attention and then engage in conversations in which they express understanding this allows students to work on listening skills.  Finally, by asking questions and allowing students to express their understanding, I am given the opportunity to use corrective feedback to further develop their linguistic abilities.