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    Lesson 4 Reflection Sem 2

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    Renusha Devendran
    The document discusses Jean Piaget and Lev Vygotsky's theories of cognitive development. While Piaget viewed development as guided by independent, self-centered activities, Vygotsky emphasized social interactions and culture. Piaget's stages of development were based on maturation and skills, while Vygotsky focused on how social interactions allow children to internalize new knowledge. Both theorists viewed learners as active, but Piaget saw individual construction of knowledge whereas Vygotsky stressed learning through social interactions and assistance from teachers or peers.

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    Lesson 4 Reflection Sem 2

    Uploaded by

    Renusha Devendran
    44 views1 page
    The document discusses Jean Piaget and Lev Vygotsky's theories of cognitive development. While Piaget viewed development as guided by independent, self-centered activities, Vygotsky emphasized social interactions and culture. Piaget's stages of development were based on maturation and skills, while Vygotsky focused on how social interactions allow children to internalize new knowledge. Both theorists viewed learners as active, but Piaget saw individual construction of knowledge whereas Vygotsky stressed learning through social interactions and assistance from teachers or peers.

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    The document discusses Jean Piaget and Lev Vygotsky's theories of cognitive development. While Piaget viewed development as guided by independent, self-centered activities, Vygotsky emphasized social interactions and culture. Piaget's stages of development were based on maturation and skills, while Vygotsky focused on how social interactions allow children to internalize new knowledge. Both theorists viewed learners as active, but Piaget saw individual construction of knowledge whereas Vygotsky stressed learning through social interactions and assistance from teachers or peers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    44 views1 page

    Lesson 4 Reflection Sem 2

    Uploaded by

    Renusha Devendran
    The document discusses Jean Piaget and Lev Vygotsky's theories of cognitive development. While Piaget viewed development as guided by independent, self-centered activities, Vygotsky emphasized social interactions and culture. Piaget's stages of development were based on maturation and skills, while Vygotsky focused on how social interactions allow children to internalize new knowledge. Both theorists viewed learners as active, but Piaget saw individual construction of knowledge whereas Vygotsky stressed learning through social interactions and assistance from teachers or peers.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Lesson 4 Reflection (Renusha Devendran MC201012474)

    Methods and approaches to teaching are greatly influenced by the research of Jean Piaget and


    Lev Vygotsky. Both have contributed to the sphere of education by offering explanations for
    children's cognitive learning styles and talents. While Piaget and Vygotsky may differ on
    how they view cognitive development in children, both offer educators good suggestions on
    how teach certain material during a developmentally appropriate manner.

    Vygotsky believed that the kid may be a social being, and cognitive development is led by
    social interactions. Piaget, on the opposite hand, felt that the kid was more
    independent which development was guided by self-centred, focused activities.
    Jean Piaget's theory of cognitive development described and explained the changes
    in thinking of kids and adolescents. Piaget proposed that children proceed through four
    stages supported maturation and skill.
    Piaget's theory is guided by assumptions of how learners interact with their environment and
    the way they integrate new knowledge and knowledge into existing knowledge.

    Lev Vygotsky's theory of cognitive development, named as his cultural-historical theory,


    focused on the role of culture and social interactions. Vygotsky maintained that speech could
    be a major psychological tool within the child's development of thinking. As children age and
    develop, their basic speech becomes more complex.

    Piaget concerned with the cognitive structure, to begin from known to unknown and to seek
    out relevant connections between knowledge inside classrooms and its applications
    outside the college. Vygotsky has two main domain of the concept, the primary is that
    the cognitive constructivism which very closed to Piaget and also the second is that the social
    constructivism which investigate the importance of building concepts and acquiring skills in a
    very social context that provides the learner proper help within the right time which so-called
    scaffolding process and the learner can gain knowledge and skills from the teacher and peers
    better than depending only on themselves without hints or guidance. Vygotsky observed one
    reaction when student receive proper hint within the right time which called Aha
    reaction then he/she can turn on that hint to achieve the targeted goals step by step
    (Scaffolding).

    For Vygotsky learning could also be a personality's process and begins as social activities by
    interacting with people and people internalize these processes and might use them
    independently. So, applications of the concept in instructions should involve social
    interaction and a guided teacher or expert. Also, Piaget gives importance peer instruction for
    learning. Instructional scaffolding, reciprocal teaching, peer collaboration and apprenticeship
    are some applications of Vygotsky’s theory which involves social interaction (Schunk, 2008).
    Moreover, providing opportunities for sophistication discussion, allowing group work can
    help improve learning in an exceedingly very social environment.

    For Piaget and Vygotsky learner are active in learning processes. consistent with Piaget,
    learner acquires his own style of existing knowledge through their personal construction of
    data. For Vygotsky, children learn in a very social interaction in a very social environment,
    while for Piaget learning is created by the learner individually. Vygotsky claims that in
    learning process learner requires assistance of teacher or more capable peers. The guide of
    the others isn't seen the maximum amount as in Piaget’s theory as in Vygotsky’s theory.

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