Learning Portfolio - Part Two

Cognitive Development

Piaget              VS.            Vygotsky

                                                       (Google Images Search: http://www.fotolog.com/tiravola/58642092/)

Part One - Similarities and Differences Between Piaget and Vygotsky

Piaget and Vygotsky’s theories on cognitive development are somewhat similar but also have very distinct differences.  Piaget believed that you learned from your own self-centered experiences, so to learn about something specific you would have to see it for yourself in order to truly learn about it, he believed that an individual would develop understandings before they would learn language.  Piaget also believed that you learned in different stages of cognitive development.  The sensorimotor (0-2 years), the preoperational period (2-7 years), the concrete operational period (7-11 years), and the formal operations period (11-15 years) (Found in the class notes.) Meaning that you would learn in different ways at different ages. Whereas, Vygotsky believed that language would precede development and that you learn from older individuals, so for you to learn something specific, you would have to learn it through social interaction. Since Vygotsky believed that imitation was so important in an individuals cognitive development, the dramatic play area in a class room would be really important so that the children could use that space to imitate others through role play. Both Piaget and Vygotsky believed in cognitive development and that it is an essential part in the learning process but they believed that it worked in different ways.  They also believed that egocentric speech (when the individual talks to themselves to run through a problem,) was a very important part in the process and that no matter what you needed language to learn.

Click on the image below to watch a 

video about the differences between Piaget and Vygotsky

                                                                                                       (ELECT: Early Learning Every Child Today & the Educational Portal)

Part Two - The Theory I Agree With

When looking at both Piaget’s and Vygotsky’s theories I find myself leaning towards Piaget’s theory more just from what I have seen with my own personal experience.  I do believe there is truth in both theories but I have discovered, in the observation of my own child, Quinton learns more from real life experiences.  I believe that in order for individuals to learn the most about the world around them they have to see it with their own eyes.  Quinton is more likely to learn about lions, tigers, and bears by actually going to a zoo and seeing the animals then from sitting at home and having myself tell him about them, an example of this is below. Monkey's had been described to him at home several times without the informational actually sticking until the day we went to the African lion safari and he saw the monkey's for himself.  Children also seem more interested in learning things if they see it for themselves rather then just hearing it from others.  I do believe however that they need someone to tell them more about it as the times goes on for them to learn to the full extent and really get in the most they possibly can.  So there is some logic to both theories and I believe they should and do work best together. 

Below is a video of Quinton learning about Monkeys at the African Lion Safari:

Part Three - Cognitve Development In the Classroom

When looking at cognitive development theories (Piaget in particular) and how I would apply them to my preschool environment there is one thing that I would do for sure.  I would include copious amounts of real life experiences into the curriculum and make sure to book field trips wherever possible.  I would get volunteers to come in whenever possible as well because of how important real-life experiences are.  If the children showed interested in a certain animal, like for example reptiles, I would look into hiring a guest speaker who would come into the classroom with an assortment of them to allow the children to experience them up close and personal (an example of a program like this here: http://www.creaturequest.ca) This has been available at center’s I’ve been at before, and are often filled with an abundance of great learning experiences that will really help with the children’s cognitive development. Also when on these field trips, or even just in the classroom I would ask lots of open-ended questions to ensure that the children take in the most information possible.  This would also help them with their cognitive development because, as discussed in part one, Piaget believed (like Vygotsky) that language was a very important part in cognitive development.  Piaget also believed that we learned in stages of life differently, so it is important that I understand each stage and what it entails and plan curriculum according to those stages.

References

Creature quest. (2012). Retrieved from http://www.creaturequest.ca/

Education portal. (2003-2013). Retrieved from

http://education-portal.com/academy/lesson/differences-between-piaget-vygotskys-cognitive-development-theories.html

Learning Portfolio - Part One

Quinton

2.5 year old - Male

3'1" tall and 40lbs in weight

Physical Development

Quinton can:

·      Climb and explore outdoor playgrounds independently with ease.

·      Kick soccer balls

·      Walk for long periods of time

·      Play well with others
                                                                                                                                        (ELECT: Early Learning Every Child Today)

                                                                                                                              

 

GROSS MOTOR DEVELOPMENT

Quinton can:

·      Throw a ball short distances

·      Jump using both feet  (Video of Quinton jumping)

·      Walk and run

·      Walk up stairs alternating feet

·      Walk up stairs by himself with no help

·      Shows anger with body movement and his voice

·      Starting to understand how to ride a pedaled bicycle but is not consistent with it
                                                                                                                                        (ELECT: Early Learning Every Child Today)
                                                                                                                                        

FINE MOTOR DEVELOPMENT

Quinton can:

·      Dress himself with some assistance

·      Eat using a fork and spoon (cannot cut with a knife yet)

·      Cut paper with scissors

·      Draws but in no particular fashion

·      Stack objects on each other that are not meant to be stacked

·      Put on his own shoes

·      Grasp small things with his fingers
                                                                                                                                        (ELECT: Early Learning Every Child Today)