Cognitive DevelopmentCognitive Development

Applications to EducationApplications to Education

Piaget Piaget

Vygotsky Vygotsky

Applying the two theories to an educational context

Oy !..teach them using my way?

No !..teach them using my way?

Main point of this section..

• To evaluate how theory is used in classroom –

NOT to just evaluate Piaget’s stages or Vygotsky’s theory...

CLASSROOM CLIP Clip 2

Basic AssumptionsBasic Assumptions

PiagetPiaget

Vygotsky

Child Centred Approach

•Children DO NOT need to be taught

• Learn due to being drawn into EXPERIENCES

• If taught something PREMATURELY (that they could have discovered for themselves) they are prevented from ever completely understanding it.

Teacher Centred Approach

• Desire to learn is an OUTCOME of learning rather than a prerequisite for learning

• EXPERT GUIDANCE needed to move child through ZPD

• Without ACTIVE INTERVENTION the child learns less

ActivityPoster teach To Groups

1.Applying Piaget theory to education-Discovery l/readiness2.Applying Vygotsky theory to education-peer tutoring/scaffolding3.Evaluation – Piaget vs Vygotsky 4.Evaluation + IDA + A03

For info..

Discovery LearningDiscovery Learning

Both Piaget and Vygotsky’s theories Both Piaget and Vygotsky’s theories use ‘discovery learning’use ‘discovery learning’

Knowledge is ‘constructed’ individually Knowledge is ‘constructed’ individually (Piaget) and socially (Vygotsky)(Piaget) and socially (Vygotsky)

Learning is construction of knowledgeLearning is construction of knowledge

i.e. discoveryi.e. discovery

Piaget’s Discovery Piaget’s Discovery LearningLearning

Teacher Teacher

Use materials & questionsUse materials & questions

Challenge Challenge

current schemascurrent schemas

CausingCausing

Disequilibrium / AccomodationDisequilibrium / Accomodation

Construction of new schemasConstruction of new schemas

Children learn by constructing their own Children learn by constructing their own knowledge when placed in ‘novel’ situationsknowledge when placed in ‘novel’ situations

• TeacherTeacher stands back-allows the child to stands back-allows the child to work out problem for themselveswork out problem for themselves

• PeersPeers are important in presenting conflict are important in presenting conflict and breaking down egocentrismand breaking down egocentrism

• Child needs to be ‘ready’ for each Child needs to be ‘ready’ for each developmental learning stage-otherwise.. developmental learning stage-otherwise..

“ “ child will not understand them”child will not understand them”

Piaget’s Discovery LearningPiaget’s Discovery Learning

Piaget’s Discovery LearningPiaget’s Discovery Learning• Use of ‘concrete materials’ in school Use of ‘concrete materials’ in school

curriculum for teaching young childrencurriculum for teaching young children

• Children need the chance to Children need the chance to manipulate concrete objects when manipulate concrete objects when first learning ‘abstract’ principlesfirst learning ‘abstract’ principles

• Used in Montessori approach to Used in Montessori approach to teaching pre-school childrenteaching pre-school children

Piaget’s Discovery LearningPiaget’s Discovery Learning--Evaluation----Evaluation--

+ Big impact on education in UK+ Big impact on education in UK

+ Plowden Report (1967)+ Plowden Report (1967)

Recommended change from ‘teacher centred’ to ‘child centred’ Recommended change from ‘teacher centred’ to ‘child centred’ learning based on discovery learninglearning based on discovery learning

- Importance of Readiness- Importance of Readiness

Bryant & Trabasso (1971) found that practice can improve Bryant & Trabasso (1971) found that practice can improve performance when children are not ‘ready’.performance when children are not ‘ready’.

However,However, Danner & Day (1977) found no benefits from practice. Danner & Day (1977) found no benefits from practice.

- Discovery learning- Discovery learning

Mogdil Mogdil et al et al (1983) suggest that discovery activities in the (1983) suggest that discovery activities in the classroomclassroom

may may reducereduce learning because less time is spent on content learning because less time is spent on content learning learning

(e.g. reading, writing, etc)(e.g. reading, writing, etc)

- Judging maturation stage- Judging maturation stage is beyond most teachers in terms of is beyond most teachers in terms of time available as well as skill time available as well as skill

Vygotsky’s Discovery Vygotsky’s Discovery LearningLearning

-Did not accept that teachers need to wait for -Did not accept that teachers need to wait for a child to be ‘ready’ to learna child to be ‘ready’ to learn

-Claimed that -Claimed that ““what a child can do with what a child can do with assistance today they can do by assistance today they can do by themselves tomorrow”themselves tomorrow”

-Social context enables learning-Social context enables learning

Collaborative LearningCollaborative Learning• Co-operative group work, small groups working Co-operative group work, small groups working

together/discussiontogether/discussion• Bennett & Dunne (1991) found that children Bennett & Dunne (1991) found that children

engaged in group work were less competitive, less engaged in group work were less competitive, less concerned with status, and were more logical concerned with status, and were more logical thinkers that those who worked alonethinkers that those who worked alone..

VYGOTSKY

Peer Tutoring/group workPeer Tutoring/group work• Peers could be expertsPeers could be experts• Peer tutoring seen by Vygotsky as an effective Peer tutoring seen by Vygotsky as an effective

form of learningform of learning• The expert peer more likely to help (Cloward, The expert peer more likely to help (Cloward,

1967)1967)

Learning through play Learning through play • Vygotsky believed that during play, especially Vygotsky believed that during play, especially

pretend play such as “playing shops”, children pretend play such as “playing shops”, children operated beyond their usual levels of thinking. operated beyond their usual levels of thinking. This is related to the importance Vygotsky placed This is related to the importance Vygotsky placed on culture. During such play children tend to use on culture. During such play children tend to use toys specific to their own culture and this toys specific to their own culture and this enhances their learning.enhances their learning.

Vygotsky’s Discovery Vygotsky’s Discovery LearningLearning

--SCAFFOLDING----SCAFFOLDING--• Stage 1Stage 1 - - RECRUITMENTRECRUITMENT

gaining the child’s interestgaining the child’s interest

• Stage 2Stage 2 - - REDUCTION OF DEGREES OF FREEDOMREDUCTION OF DEGREES OF FREEDOM

breaking down the task into manageable breaking down the task into manageable

stepssteps

• Stage 3Stage 3 - - DIRECTION MAINTENANCEDIRECTION MAINTENANCE

encouraging & motivating the child until encouraging & motivating the child until

they have become self-motivatingthey have become self-motivating

• Stage 4Stage 4 -- MARKING CRITICAL FEATURESMARKING CRITICAL FEATURES

drawing attention to aspects of the problem drawing attention to aspects of the problem

that will help further progressthat will help further progress

• Stage 5 Stage 5 –– DEMONSTRATIONDEMONSTRATION

The tutor finishes the task off so that the The tutor finishes the task off so that the

learner can imitate this back in a better formlearner can imitate this back in a better form

Vygotsky’s Discovery Vygotsky’s Discovery LearningLearning

--Evaluation----Evaluation--

• Individual DifferencesIndividual Differences

Effectiveness of methods varies, e.g. collaborative Effectiveness of methods varies, e.g. collaborative learning does not benefit all (Blaye, 1991)learning does not benefit all (Blaye, 1991)

• Role of ‘Experts’Role of ‘Experts’

Skilful application by teachers to recognise limits of Skilful application by teachers to recognise limits of ZPD and how/when to respond-may be an ZPD and how/when to respond-may be an unrealistic goalunrealistic goal

Vygotsky’s Discovery LearningVygotsky’s Discovery Learning--Evaluation----Evaluation--

• Importance of social influencesImportance of social influences Educationally more valuable to know what children Educationally more valuable to know what children

can do can do with with assistance rather than assistance rather than without.without. However, if Piaget is right by using expert intervention However, if Piaget is right by using expert intervention

we are we are stiflingstifling creativity and understanding creativity and understanding

• Combined approachCombined approach Adey & Shayer (1993) describe the effectiveness of a Adey & Shayer (1993) describe the effectiveness of a

combined approach in the CASE (combined combined approach in the CASE (combined acceleration through science programme) using acceleration through science programme) using Piaget’s approach to setting situations with Vygotsky’s Piaget’s approach to setting situations with Vygotsky’s colaborative learning –improving Maths, Science and colaborative learning –improving Maths, Science and English performanceEnglish performance

Piaget vs Vygotsky..

• Piaget- Knowledge is something a child creates for themselves

• Vygotsky-Knowledge as a social collaborative process

• Both approaches are constructivist, i.e. individual vs social constrcution

Combination of both approaches

Combination of both approaches

ZPD

Current AbilityELEMENTARY

THINKING

Beginning INDEPENDENT LEARNING end of zone of zone

Potential AbilityHIGHER

THINKING

New experiencee.g. difficult task

PiagetChild experiences disequilibrium – accommodates new schema

VygotskyTeaching input here

Activity – debate – prize !

Piaget is better vs Vygotsky is better

Activity

• Do Blockbuster quiz • Design a Blockbuster Quiz for the other A2

groups to answer

2. Exam question

“Outline ONE theory of cognitive development” (4 marks) 100 words“Discuss the application of this theory to education” (4 + 16 marks) 500 words

Or …

Potential exam questionPotential exam question

1a“Outline any ONE theory of cognitive development”

(12 marks)1b “Assess the application of this

theory to education” (12 marks)

1. Exam question

“Discuss applications of theories of cognitive development to education”

(8 + 16 marks)

Three ways to do this Three ways to do this essay..essay..

1.1.CompareCompare one theory with another one theory with another

2.2.DescribeDescribe two/three theories then two/three theories then evaluate themevaluate them

3.3.Compare & contrast Compare & contrast two/three two/three theoriestheories

Essay PlanEssay PlanPart 1Part 1

1.1. DefineDefine cognitive development cognitive development 2.2. Briefly outlineBriefly outline two main theories-Piaget, Vygotsky two main theories-Piaget, Vygotsky3. Piaget- don’t need to be taught- learn through don’t need to be taught- learn through

experience- based on stages/ages- child centred experience- based on stages/ages- child centred approach explain- readiness… Apply to education- Piaget approach explain- readiness… Apply to education- Piaget used used discovery learning-discovery learning- self construction/self learning- self construction/self learning-teacher stand back-creates disequilibrium (brief teacher stand back-creates disequilibrium (brief description of schemas, etc) uses directed questioning, description of schemas, etc) uses directed questioning, use of concrete materials HOWEVER, use of concrete materials HOWEVER,

4. Vygotsky proposed- Social learning, experts ie. Teachers- proposed- Social learning, experts ie. Teachers- needed to move child through ZPD-brief explanation- link needed to move child through ZPD-brief explanation- link with scaffolding, shouldn’t have to wait for the child with scaffolding, shouldn’t have to wait for the child (Piaget)-Vygotsky- suggests using collaborative learning- (Piaget)-Vygotsky- suggests using collaborative learning- group work using scaffolding, teacher move in to assist group work using scaffolding, teacher move in to assist move to the next zone (i.e. different form of discovery move to the next zone (i.e. different form of discovery learning) and..learning) and..

6.6. Evaluation..Evaluation..• Use research to evaluate- Ages and stages, Bryant and Use research to evaluate- Ages and stages, Bryant and

Trabasso (1971) speed up learning- long process- judging Trabasso (1971) speed up learning- long process- judging maturation stage is beyond most teachers ability-time & maturation stage is beyond most teachers ability-time & skill… Vygotsky- teachers may lack ability to judge child's skill… Vygotsky- teachers may lack ability to judge child's position in the zone, scaffolding is too direct, leads to a loss position in the zone, scaffolding is too direct, leads to a loss of motivation- doesn’t take account individual diff- of motivation- doesn’t take account individual diff-

• Plowden (1967) report- change teaching techniques- more Plowden (1967) report- change teaching techniques- more child centredchild centred

• Finish… Adey and Shayer (1993)- combined approach, Finish… Adey and Shayer (1993)- combined approach, improves maths and science (CASE) programme improves maths and science (CASE) programme

Essay PlanEssay PlanPart 2Part 2