Professional Documents
Culture Documents
KNOWLEDGE AND
MEANING ARE
CONSTRUCTED BY THE
INDIVIDUAL
CONSTRUCTIVISM
INDIVIDUALS INTERPRET SENSORY
INFORMATION AND CONSTRUCT PERSONAL,
SOCIAL, AND CULTURAL MEANING
IT IS THE MEANING OF OUR EXPERIENCES, AND
NOT THE ONTOLOGICAL STRUCTURE OF THE
OBJECTS, WHICH CONSTITUTES REALITY
JEAN PIAGET
COGNITIVEDEVELOPMENTAL
THEORY
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.
BEHAVIOR
Cognitive Development
Biological Factors
Environmental Factors
MEDIATING MECHANISMS
E
V
AC TI
Adaptation
I
T
N
AGG IVICT
E
Disequilibrium
O
E
L
C NNFC
Y
Developmental stages CO
LEV VYGOTSKY
SOCIAL-HISTORICAL
THEORY OF COGNITIVE
DEVELOPMENT
SOCIAL AND CULTURAL INTERACTIONS ARE
CRITICAL TO LEARNING
INDIVIDUALS CREATE PSYCHOLOGICAL TOOLS
TO LEARN AND TO MASTER THEIR BEHAVIOR
BEHAVIOR
Development
Biological Factors
Environmental Factors
with emphasis on Sociocultural factors
Mediating mechanisms
Cultural influences
- Tools and signs
- Cultural artifacts
- Language
Social Process
Instruction (Zone of
Proximal Development)
POTENTIAL LEVEL
ACTUAL LEVEL
INSTRUCTION
L
E
A
R
N
I
N
G
ZPD
POTENTIAL LEVEL
ACTUAL LEVEL
ZPD
BEHAVIOR
Development
SOCIAL
(Cultural)
MEDIATION
Biological Factors
Environmental Factors
with emphasis on Sociocultural factors
Mediating mechanisms
Cultural influences
- Tools and signs
Social Process
Instruction (Zone of
Proximal Development)
CONCEPTUAL DIFFERENCES
BETWEEN
VYGOTSKY
and
PIAGET
INDIVIDUAL
CONSTRUCTION
Active agency
CONCEPTUAL DIFFERENCES
BETWEEN
VYGOTSKY
and
PIAGET
COGNITION CRITICAL
-EGOCENTRIC SPEECH
DISAPPEARS AS SOCIAL
SPEECH DEVELOPS
COGNITION MEDIATES
LANGUAGE
CONCEPTUAL DIFFERENCES
BETWEEN
VYGOTSKY
and
PIAGET
INDIVIDUAL CONSTRUCTION
INSTRUCTION DEPENDENT
STAGE DEPENDENT
SELF-DIRECTED,
SELF-INITIATED**
SCAFFOLDING
COGNITIVE SELFINSTRUCTION guided by inner speech
EXPERIMENTATION
INDEPENDENT MASTERY
EXPLORATION, DISCOVERY
INTERNAL SELF-REGULATION
CONCEPTUAL SIMILARITIES
BETWEEN
VYGOTSKY
and
PIAGET
1. PARADIGMATIC CONSISTENCY
SOCIAL
CONSTRUCTIVISM
COGNITIVE
CONSTRUCTIVISM
CONCEPTUAL SIMILARITIES
BETWEEN
VYGOTSKY
and
PIAGET
HUMAN DEVELOPMENT IS AN
INTERACTION BETWEEN
BIOLOGY AND ENVIRONMENT
PRIMARILY MEDIATED BY AN
INDIVIDUALS ACTIVE
CONSTRUCTION OF MEANING
CONCEPTUAL SIMILARITIES
BETWEEN
VYGOTSKY
and
PIAGET
THE IMPORTANCE OF
SOCIAL EXCHANGE
DURING THE PROCESS OF
EQUILIBRATION
Outstanding Language
Equivalent
Characteristics
Sensorimotor (0-2)
1. Egocentrism
2. Organization of reality by
sensory and motor abilities
Preoperational (2-7)
1. Egocentric speech
2. Socialized speech
1. Reversibility
2. Conservation
3. Seriation
4. Classification
1. Beginnings of verbal
understanding
2. Understanding related to
concrete objects
Vygotskys Theory-Basics
Concept of development
Development
Preintellectual speech
Naive psychology
Egocentric speech
Inner speech
Vygotsky
Perspective
Basic
psychological
mechanism
Language
Learning
Problem solving
Table 2.5