Vygotsky and Paigets Perspective of Learning

The theorists, Piaget and Vygotsky both had views on the signifi lavce of learnedness and the role of walka fashion, which they selled being a crucial part of a electric s subscribers civilizement. Although they had similar views, they differed in terms of what children do when they pass (Drewery & Bird, 2004). This essay supports learning opportunities and examples of childrens goldbrick by experience, events and interactions with people, places and things. Piaget explained the importance of learning through with(predicate) escape, in which children explored and experimented for themselves with minimal adult interactions.He considered development went through four stages sensori-motor, pre- us qualified, concrete operational and the formal operational stage. (Papalia, Olds & Feldman, 2004). The sensori-motor period (0-2 years) is the 1st stage, as the infants interactions be based on exploring their milieu through their senses and abilities to get along schemas, such as grasping and sucking, this in addition included radiation diagram get together as the infant is able to repeat actions continuously only when with no intention. This stage follows on to the pre-operational stage (2-7) where childrens language is developing rapidly, allowing them to show themselves.They are starting to handling pretend play and parallel play which means children are talking barely it is not directed to others. This also means that they only see the world in their terms, they are egoistic (Drewery and Bird, 2004). The concrete operation (7-11) and the formal operational (11-adult) periods are the third and after part stages. These are not considered in early childhood instruction but are still important as they merchantman think realistically and logically about situations and understand their world (Pulaski, 1980). However, Vygotsky argued differently.He proposed that children are cordial learners and like to explore and disc over new things with the help of adults and peers. This was scaffolding and the regularise of proximal development (ZPD). He also considered socialization surroundings, language and cerebration (Whitebread, 2003 cited in Beaumont, 2002). He thought children could perform better with others than on their own. This is shown through the ZPD, the difference between what children can do alone and with help. Like Piaget, Vygotsky believed there were things that children couldnt understand.However, Vygotsky believed that given proper help children could perform what Piaget would consider, not possible. scaffolding however, meant that in order for a child to learn, a more efficient adult or peer can help support and pass a style the childs learning through the ZPD until the child is able to do the task alone which helps the child use private speech, a flair of understanding is to talk to themselves and also to reason, difficulty solve, extend memory and imaging skills (Woolfolk, 2004 cited by Educatio nal Psychology, n. d. ).Vygotsky considered pagan surroundings, language and thinking to be important. He said for children to learn, they need to interact through conference with others. This was explained through cultural influences and what was important indoors each setting. Language is part of last, which is the key to communication about customs and knowledge of people. Through cultural tools, such as books and television, we could help extend childrens communication skills with others in their environment (Tauranga regional Free Kindergarten Association, 2003).These theorists can support learning opportunities within Aotearoa through experiences, events, and interactions with people, places and things. For Piaget however, his runner two stages are only considered in early childhood education (Nuttall, 2003). Piaget considers that children learn best when their left to discover their world by themselves through hands-on involvement but adults need to provide stimulating a ctivities within their environment (Hedges, 2003). The Aotearoa context gives children the independence to experience and learn about what they please on their own through experiences, events and interactions, with little supervision.It also encourages them to explore and develop knowledge and skills at their own pace. Ministry of Education (1998) states that, Educators should enhance childrens learning and development through extending childrens thinking and actions through sensitive and sensible guidance, interventions and support (p. 19). Piagets practice play and pretend play are supported in Aotearoa. These are concepts used to explain the childs use of creativity and spontaneous play which provides wide interactions with people, places and things.Each child brings experiences from their own environment which builds knowledge and skills amongst children but this can be pretty difficult, as children naturally parallel play (Drewery & Bird, 2004). A way to enhance their in terests could be a dress-up day. The Ministry of Education (1996) explains that peasantren experience an environment where their play is valued as meaningful learning and the importance of spontaneous play is recognised (p. 84) Vygotskys surmisal is well acknowledged in Aotearoa.He believed that children learn best through social environments which lead to powerful and satisfactory learners. Children learn better through the ZPD with the support of an adult or peer. This provides the use of private speech for the child, which creates better understanding and extends skills such as problem solving and imagination (Connor & Diggins, 2002). According to Royal Tangaeres theory of learning, some of Vygotskys ideas related to hers. She believed in the Tuakana/Teina concept which was related to the ZPD and scaffolding.The Tuakana (older sibling) contributes to the Teinas (younger sibling) learning and vise versa. This provides both siblings the responsibility of ako (learning as well as teaching (Te Whaiki, McCarthy & Durie, 1997). Secondly, Vygotsky believed that each child brings with them, their own cultural experiences from their environment as a way of communicating. As a multi-cultural nation, it is important to consider each childs culture therefore part of culture is language and the values and beliefs that influence them. As teachers we are encouraged to be aware of other cultures.When we learn about the culture of children we are able to understand and help them learn and experience more about culture through communication such as books or music (Tauranga regional Free Kindergarten, 2003). We could also organize cultural outings to Museums which is a great place for learning. As Ministry of Education (1996) states, Children experience an environment where there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background (p. 66). Examples of these theories are shown throughout childrens play.Piagets idea of the sensori-motor stage and the pre-opertional stage can be rig into practice as follows Infant A is lying down on her stomach, where toys are placed in front of her. She picks up a docile ball, looks at it then puts it in her mouth, drops it then picks up a rale and turns on to her back. She lifts it up and shakes and listens to the noise. She then puts it in her mouth then continues the delight of shaking the rattle. Toddler The wiggles come on and children start dancing, B gets up and begins to dance.As he listens to the sounds of a car, he pretends to drive going, Brum brum , and then drives round the room saying, Im driving my car boylike Child A is in the sandpit with children surrounding her. She picks up a frying pan and pretends to make a cake with sand. A then picks up a spoon and pretends to mix the cake, then places it down saying, Cook for 2 minutes using her fingers to count. She pulls it out straight after and says, Mmm, smells good That go away be for me a nd mummy. Vygotskys views can be shown in practice through an infant as M is learning to walk, he can stand up while holding onto the couch, he wants to let go, but does not have the balance or coordination.A teacher comes over and M reaches out his hands, gesturing that he needs help. She takes his hands and walks with him saying, Good boy, youre doing so well She then lets go to see if he can stand on his own, he stands for a few seconds then falls. He crawls back to the couch, stands up and gestures to the teacher to help. She stands three feet away, puts out her hands and says, quiz again. He takes a few steps then falls again. Toddler L wants to climb up the plank. The teacher recognises that he is not confident enough on his own.She takes his hand nd helps him, he turns virtually and repeats this a few times, the teacher lets go of his hand half way up, he stops and says, Help Teacher says, You can do it, have a go, Ill stay with you. Looking unsure, he has a go while the teacher encourages him. In being successful, L is overjoyed, and the teacher supports the accomplishment. Young Child H is learning literacy, he seems to be frustrated and is struggling. The teacher approaches him, and asks if he wants help. H replies, Yeah, I cant do it. Firstly, the teacher writes his name at the top and says, H, copy over your name with a pen. Yep, H says.In doing so, the teacher encourages him and supports his learning. The teacher helps H do his literacy activity until he is able to do it himself. He shows her when he is perfect then she gets him to put a smiley face on the page, to show what a great job he did. There are many more theories that could be acknowledged throughout this discussion but Piaget and Vygotsky will incessantly provide teachers with a solid understanding of how children learn and the role of play which provides great learning opportunities for experiences, events and interactions with people, places and things within New Zealand.