Learning Theories and Cognitive Development

discipline Theories and cognitive DevelopmentVygotsky, Bruner, and Dienes share the cognitive viewpoint of larn. Lev Vygotsky, a constructive theorist, viewed companionable and cognitive maturation as working jointly while construction on each other. One of Vygotskys major contri butions to visualiseing nestling development, is the conceit of the zone of proximal development (Mooney, 2013). Vygotsky believed this concept to be the difference surrounded by what a kid fuel accomplish on his own, and what he basis do with the assistance of a instructor or peer. In meeting of minds with the zone of proximal development, hold is vital to a childs development. In Vygotskys view, scaffolding is instrumental in the childs development of knowledge and skills (Shemmar Al-Thani, 2015). Vygotsky advocated for observation in promoting a childs development. Teachers become familiar with a childs development through and through listening and reflexion his behavior, in this way, a greater degree of cultivation occurs as the teacher is aware of what the student knows, and can relate it to acquire new concepts. In Vygotskys view, social fundamental fundamental interaction promotes individualized thinking.Concerned with the process of accomplishment and instruction, Jerome Bruners opening strengtheners children learning through guidance and support. Similar to Vygotsky, Bruner believed instructional scaffolding to be vital to a childs cognitive development. In Bruners view, both student can be taught any subject regardless of his st era of development, given support is provided in the right way, at the right time (Choudhry, 2013). An advocate for breakthrough learning, Bruner believed learning to be an active process. Learners create new ideas or concepts establish on existing knowledge. Bruners possibleness of learning was based on children learning through three phases of cognitive development in which he or she progresses the enactive phase, iconic st age, and the symbolic mode (Choudhry, 2013).Focusing primarily on mathematics, Zoltan Dienes opening of learning includes applying teaching practices that consider childrens learning styles, and the rate their learning occurs (Gningue, 2016). Dienes theory includes the use of manipulative materials, games and stories. He believed at an earlier age than antecedently thought, children can comprehend complicated math concepts than previously assumed. Per Dienes theory, mastering a new concept is a process that evolves over time, and involves the child progressing through stages, or cycles of learning (Gningue, 2016).Vygotsky, Bruner, and Dienes Versus PiagetThe work of Lev Vygotsky and Jean Piaget are often compared because they both(prenominal) acknowledged the participation of individuals in constructing knowledge however, there are as well as differences in their schools of thought. Central to Piagets theory, cognitive development follows four universal stages, in which more soph isticated, and abstract thought increases. Piagets theory holds that stages occur in the identical order, building on knowledge gained from the previous stage, and grouped agree to age in which the childs abilities are classified. Vygotsky took the position that through adult assistance, a child is gradually capable of performing tasks without assistance. Development is a result of the childs interaction with assimilation and accommodation in which a balance between pre-existing concepts and new information is attained, and new knowledge is constructed (Choudhry, 2013). Piaget thought that a child is actively involved in his learning, and learning was a result of the childs interaction with his environment. Vygotsky also considered children as active participants in their learning however, he cogitate on the impact of social interaction and language on a childs cognitive development, and believed personal and social experiences cannot be separated (Mooney, 2013). Another sembla nce of Vygotsky and Piaget, is their view on the importance of get together in a childs development and learning.In contrast to Piagets stage theory of a childs development, Bruner believed children could learn any subject with the support and guidance of an adult. Bruner, like Piaget, motto children as actively involved in their learning process. Similar to Piagets stages, Bruners theory also consisted of phases of development in which children progress as they learn and develop. However, Bruners modes were interrelated, unlike Piagets specifically specify stages.Unlike Piaget, Dienes focused primarily on childrens learning and development of numeral concepts. Dienes theory involves progressive stages to learning math, much like Piagets theory of cognitive development. Piaget proposed that children learn best from concrete activities, similarly Dienes theory also stress the importance of children learning through the use of manipulative materials (Gningue, 2016).Additional The orists tush Dewey was instrumental in developing theories regarding young childrens learning and development. In arrangement with Piaget and Vygotsky, Dewey saw the child as an active part of his learning process, and learning as child centered, and interactive (Mooney, 2013). Dewey believe the childs social world and connection to be vital to his development. Dewey emphasized the role of the teacher in observing students to understand what kind of experiences they were interested in, and plan curriculum to help children understand his or her world.Maria Montessori developed a child centered flack to learning. She believed children learn skills, including language, naturally from his or her environment, and placed emphasis on prep of the learning environment (Mooney, 2013). Montessoris work suggests that the most critical time of learning is during the first years of life, and learning comes through manipulation of the environment and schooling of the senses (Platz Arellano, 2011). Montessoris curriculum was based on the philosophy that educators should be passive but provide guidance as children are active participants in their learning process.John Locke saw children as a blank slate in their nature and ability to learn (Platz Arellano, 2011). Childrens nature and learning are influenced by their environment, and their early experiences had a lasting effect on their future. Locke also saw children as individuals who should be raised based on their individuality and taught according to their individual needs (Platz Arellano, 2011). Lockes view supports teaching children to point as curtly as they learn to speak.Credited with the development of kindergarten curriculum, Froebel saw the importance of using breeze as a teaching strategy for young children. Froebels play curriculum did not include instruction on reading, writing, or enumeration (Platz Arellano, 2011). Play, games, and songs are vital to developing attitudes of cooperation and self-co ntrol in children.Froebel believed block play to be essential in child development as it delineated the building blocks of the universe (Platz Arellano, 2011).ReferencesChoudhry, M. (2013). Constructivism Way to new learning. International Journal of pedagogy and Management Studies, 3(2), 276-284.Gningue, S. M. (2016). Remembering Zoltan Dienes, a Maverick of Mathematics Teaching andLearning Applying the Variability Principles to Teach Algebra. International Journal for Mathematics Teaching and Learning, 17(2). Retrieved from http//www.cimt.org.uk/ijmtl/index.php/IJMTL/clause/view/17Platz D. and Arellano, J. (2011) Time tested early childhood theories and practices. Education. 32(1), 54-61. Retrieved from https//www.questia.com/read/1G1-269228798/time-tested-early-childhood-theories-and-practices