Piaget and Vygotsky

Group A- ETEC 562

Galen Rosenberg
Oanh Diep
Christi Abramsky
Steffanye Keating
Hope Whitlock

Jean Piaget
Jean Piaget (1896-1980) was a Swiss psychologist who developed
a comprehensive theory of cognitive development from birth to
maturity. His theory focused on four stages of development (called
Schema): the sensorimotor stage (ages 0-2), the preoperational stage (ages 2-7),
the concrete operational stage (ages 7-11), and the formal operational stage
(ages 11+). In the simplest terms, these four stages describe how a child
learns at various points of development. The sensorimotor stage involves learning
through motor actions, the preoperational stage is based on natural intelligence,
the concrete operational stage is (as it sounds) based on concrete evidence, and
the formal operational stage is based on the ability to think abstractly.

Sensorimotor Stage (birth to age two)

This stage of development focused on the child progressing from innate reflex
operations (reacting to mother's voice and scent) to more complex actions like
object permanence. The child also starts to form simple relationships between
similar objects. Broken into subdivisions, examples of the sensorimotor stage are:
infant (one to 4 months) becomes aware of its own body parts, i.e. sucking
thumbs
child (four to 8 months) begins to experiment with different objects, i.e.
shaking the rattle
child (eight to 12 months) learns object permanence, i.e. understands a
hidden object still exists
child (12 to 24 months) learns the existence of gravity, learns and the
concept of shapes

Preoperational Stage (ages two to 7)

During this stage of development, Piaget theorized the child learns meanings of
objects and their functions. Some examples of this are chair is for sitting and
clothing is for wearing. Understanding at this stage are based on experiences,
as opposed to formal teaching. At this point of development, children assume
everyone sees things from the same viewpoint as they do.

Concrete Operational Stage (ages 7 to 11)

At this stage of development, children begin to organize data into logical
relationships and learn problem-solving skills. They begin to learn reciprocal
relationships, such as left and right, up and down. Children also begin to
understand the laws of conservation at this stage. For example, children may
learn a long narrow glass may hold the same amount of water as a short, wide
one.

Formal Operational Stage (age 11+)

Piaget theorized during the formal operational stage, an individual can
understand formal and abstract operations, analyze ideas, evaluate data,
formulate hypotheses, and deduce possible consequences. Learning at this
stage can be limitless depending on individual intellectual potential and
environmental experiences. Understanding of abstract ideas, such as freedom
and justice occur in this stage of learning.

Application
Piaget's theories focus on environmental
experiences. The educator's role involves "the
shaping of actual experience by environing
conditions". Educators should incorporate new
experiences with existing ones.
Accommodation of a child's environment to
help develop new cognitive structures.

Lev Vygotsky
Lev Vygotsky (1896-1934) was a Russian psychologist and
founder of cultural-historical psychology. He died of Tuberculosis
at the age of 37, leaving many of his notes and theories unfinished.
Vygotskys theories and notes did not become well known until the 1970s and
many of his notes are still untranslated from his native Russian.
Vygotsky developed a learning theory that supports constuctivism and the role of
the instructor as a facilitator of learning. He is known for his proposed Zone of
Proximal Development which basically states new knowledge is built on top of
previous experience and knowledge. I

Zone of Proximal Development/Scaffolding

Vygotsky theorized that in each person there is a zone of proximal
development. This zone refers to the area within which a child is capable of
learning. The bottom of this range is the childs current developmental stage
and the upper reaches includes skills a child is capable of learning. Any skills
or tasks that fall outside the zone would be too complex for the child to learn or
complete successfully.
Vygotsky believed children would reach their potential with scaffolding.
Scaffolding involves changing the amount of instruction or assistance with
learning provided as the learning occurs, beginning with guidance and ending
with independent work.

Social and Cultural Skills

The Zone of Proximal Development relies heavily on social/cultural cues and
language skills. Vygotsky theorized children learn by interacting with someone
who is more knowledgeable than themselves; this can be a parent, a tutor or
even a more experienced peer. These learners acquire learning tools specific
to the culture they are exposed. If a child is exposed to adults spending a
majority of time on electronic devices, they learn to do the same. If a child has
never seen an electronic device being used, they learn other ways of
entertaining themselves. In the classroom setting, this social learning theory
supports collaborative learning between students with different skill sets.

Summary of Key Concepts

Piaget and Vygotsky developed different theories of cognitive development
(also known as cognitivism). Both of these theories are based on how one
thinks and gains knowledge. They both examined learning, memory, problem
solving skills and intelligence. Differences in their theories include the role of
language in development and the value of structured (guided) activities versus
free exploration. In addition, Vygotsky placed a bigger value on culture in his
theory.

Piagets Developmental Phases

The Zone of Proximal Development

Cognitivism vs. Behaviorism

Cognitivism places
equal focus on success
in the task and the
process used to
generate that success,
which can vary from
student to student.

Behaviorism
considers all students
to each be a vessel to
be filled with
knowledge than can
later be poured out.

Concept Details
Cognitivism:

Behaviorism:

Experience
Adaptation
Learner-generated material
Scaffolding
Ambiguous concepts
Meta-cognition

Concrete goals
Measurable success
Logical progression
Conformity
Definite concepts
Conditioning

Role of the Teacher

Cognitivism:

Behaviorism:

GUIDE

PREACHER

Create an environment in which

to interact with the
knowledge
Encourage and judge synthesis,
evaluation, and application
Measure success subjectively

Deliver the knowledge for

internalization
Create an exact goal to apply
the knowledge toward
Measure success objectively

Role of the Student

Cognitivism:

Behaviorism:

PARTICIPANT

SPONGE

Think and work through the

task
Develop conclusions and
results
The goal is a successful
learning experience

Receive the knowledge

Perform the task or model
the behavior exactly as
shown
The goal is a CORRECT
ANSWER

Activities in the Classroom

Cognitivism:
Simulation
Gaming
Collaboration
Discussion
Creation of norms
Learner-generated
vocabulary

Behaviorism:
Drills
Memorization of rules
Follow-the-leader
Recitation from notes
Recitation of vocabulary

Uses
Cognitivism is useful when
the knowledge to be
learned includes processes
that are ambiguous or open
to interpretation and
customization:
- How to create a
marketing plan
- How to design a game

Behaviorism is useful when

the knowledge to be
learned is an exact process
to be repeated and success
to exact criteria is essential:
- How to operate a fire
extinguisher
- How to install an engine

Piaget Lessons
Although, not lessons, these videos show some of the important concepts in
each of Piagets stages of development.
Piaget - Stage 1 - Sensorimotor, Object Permanence
Piaget - Stage 2 - Preoperational - Lack of Conservation
Piaget - Stage 3 - Concrete - Reversibility
Piaget - Stage 4 - Formal - Deductive Reasoning

Vygotsky Lesson
Lesson
Two-digit addition with regrouping

Lesson Purpose:
A second grade teacher is preparing to teach a scaffolded math lesson on regrouping in
addition. His objective is to teach students the concept of regrouping across place value;
students have all mastered multiple digit addition without regrouping.

Vygotsky Lesson (cont.)

Set up:
The teacher first lays the foundation for the new algorithm
by modeling several addition with regrouping problems;
34+18, 22+59, 18+45. During this modeling, the teacher
again explains and models skill and concept along with
the crucial parts of the algorithm. After modeling, the
teacher creates an anchor chart, with the students, that
shows the steps and an easy way to remember whether
to carry or not.

Vygotsky Lesson (cont.)

Pull back gradually:
During the first part of the gradual release, the teacher asks students to complete the
problem, 16+17 while he observes and provides immediate feedback. He then will show
the class the proper way to complete the problem using the standard algorithm, providing
additional instruction.

Vygotsky Lesson (cont.)

Support and re-engage.
This process continues with students working on a series of problems while the teacher
provides direct feedback, repeat instruction as necessary, and intervention into student
work. As students demonstrate mastery, the teacher will direct them to additional
problems to complete that provide a continual challenge. If a student struggles to
understand the concept the teacher continues to provide support until a mastery level is
reached. An additional, visual support will be placed on the wall, in the form of the
previously created anchor chart, and can be referenced by students as needed.

References
Berliner, D. (n.d.). The 100-Year Journey of Educational Psychology. Retrieved March 28, 2015, from
http://www.wou.edu/~girodm/611/Berliner_100years.pdf
Cherry, K. (n.d.). Behaviorism: What It Is & How It Works. Retrieved April 1, 2015, from
http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm
Collins. A, Brown. J.S., & Newman, S.E. (1987). Cognitive Apprenticeship: Teaching the Craft of
Reading, Writing, and Mathematics. BBN Laboratories, Cambridge, MA Center for the Study of
Reading
Culatta, R. (2011). Cognitivism. Retrieved April 1, 2015, from
http://www.innovativelearning.com/educational_psychology/cognitivism/index.htm
Culatta, R. (2011). Zone of Proximal Development [image]. Retrieved April 4, 2015, from
http://www.innovativelearning.com/educational_psychology/development/zone-of-proximaldevelopment.html
Jean Piaget. (2015). Retrieved Mar 29, 2015, from http://www.biography.com/people/jean-piaget9439915

References, cont.
Jean Piaget at the University of Michigan campus in Ann Arbor [photograph]. (1968). Retrieved April
2, 2015 from http://en.wikipedia.org/wiki/File:Jean_Piaget_in_Ann_Arbor.png
McDevitt, T.M. & Ormrod, J.E. (2006). Child Development and Education (3rd Edition). New Jersey:
Pearson Education Inc.
McLeod, S. A. (2007). Lev Vygotsky. Retrieved from http://www.simplypsychology.org/vygotsky.html
Ornstein, A. & Hunkins, F. (2013). Curriculum: Foundation, Principles, and Issues. New Jersey:
Pearson Education, Inc.
Piaget Describes Stages of Cognitive Development 1923 - 1952. (n.d.). Retrieved April 1, 2015 from
http://www.pbs.org/wgbh/aso/databank/entries/dh23pi.html
Portrait of Lev Vygotsky [photograph]. (pre 1938). Retrieved April 1, 2015, from
http://en.wikipedia.org/wiki/Lev_Vygotsky
Piaget - Stage 1 - Sensorimotor, Object Permanence [Video file]. Retrieved from
https://www.youtube.com/watch?v=ue8y-JVhjS0&feature=related

References, cont.
PPiaget - Stage 2 - Preoperational - Lack of Conservation [Video file]. Retrieved from
https://www.youtube.com/watch?v=GLj0IZFLKvg
iaget - Stage 3 - Concrete Reversibility [Video file]. Retrieved from https://www.youtube.com/watch?
v=gA04ew6Oi9M
Piaget - Stage 4 - Formal - Deductive Reasoning [Video file]. Retrieved from
https://www.youtube.com/watch?v=zjJdcXA1KH8
Piaget's Stages of Cognitive Development [image]. (n.d.). Retrieved April 1, 2015 from
http://www.psychologycharts.com/piaget-stages-of-cognitive-development.html
Rossmiller, Elizabeth (October 18, 2015). Two-digit Addition with Regrouping Anchor Chart
[photograph]. Retrieved April 2, 2015 from http://secondsatthebeach.blogspot.com/2013/10/five-forfriday-back-2-teaching.html
Social Development Theory (Vygotsky) (n.d.). Retrieved April 1, 2015, from http://www.learningtheories.com/vygotskys-social-learning-theory.html