Learning Theories and Cognitive Development

Learning Theories and Cognitive DevelopmentVygotsky, Bruner, and Dienes shargon the cognitive vox populipoint of eruditeness. Lev Vygotsky, a constructive theorist, viewed social and cognitive maturement as working jointly while building on each other. One of Vygotskys major contributions to understanding child development, is the theory of the zone of proximal development (Mooney, 2013). Vygotsky studyd this concept to be the difference between what a child can accomplish on his own, and what he can do with the assistance of a teacher or peer. In conjunction with the zone of proximal development, scaffolding 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 listening and watching his behavior, in this way, a greater degree of nurture occurs as the teacher is aware of what the student knows, and can relate it to learning new concepts. In Vygotskys view, social interaction promotes individualized thinking.Concerned with the process of learning and instruction, Jerome Bruners theory supports children learning through guidance and support. Similar to Vygotsky, Bruner believed instructional scaffolding to be vital to a childs cognitive development. In Bruners view, every student can be taught any subject regardless of his stage of development, given support is provided in the right way, at the right time (Choudhry, 2013). An advocate for discovery learning, Bruner believed learning to be an progressive process. Learners create new ideas or concepts based on existing knowledge. Bruners theory of learning was based on children learning through three phases of cognitive development in which he or she progresses the enactive phase, iconic stage, and the symbolic mode (Choudhry, 2013).Focusing primarily on mathematics, Zoltan Dien es theory of learning includes applying doctrine practices that consider childrens learning styles, and the ramble their learning occurs (Gningue, 2016). Dienes theory includes the use of manipulative materials, games and stories. He believed at an earlier age than previously thought, children can comprehend complicated math concepts than previously assumed. Per Dienes theory, know 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 two acknowledged the participation of individuals in constructing knowledge however, there are also differences in their schools of thought. Central to Piagets theory, cognitive development follows four universal stages, in which much sophisticated, and abstract thought increases. Piagets theory holds that stages occur in the same order, building on knowledge gained from the previous stage, and grouped according 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 preexisting 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 focused on the impact of social interaction and spoken language on a childs cognitive development, and believed personal and social experiences cannot be separated (Mooney, 2013). Another similarity of Vygotsky and Piaget, is their view on the importance of play in a childs development and learning.In cont rast 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, saw 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 defined stages.unalike Piaget, Dienes focused primarily on childrens learning and development of mathematical concepts. Dienes theory involves progressive stages to learning math, much like Piagets theory of cognitive development. Piaget proposed that children learn outflank from concrete activities, similarly Dienes theory also emphasized the importance of children learning through the use of manipulative materials (Gningue, 2016).Additional Theorists can buoy Dewey was instrumental in develop theories regarding young childrens learning and development. In agreement 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 community 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 course of instruction to help children understand his or her world.Maria Montessori developed a child centered approach to learning. She believed children learn skills, including language, naturally from his or her environment, and placed emphasis on preparation 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 fosterage of the senses (Platz Arellano, 2011). Montessoris curriculum was based on the philosophy that educators should be passive but p rovide 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 read as soon as they learn to speak.Credited with the development of kindergarten curriculum, Froebel saw the importance of using play as a teaching strategy for young children. Froebels play curriculum did not include instruction on reading, writing, or counting (Platz Arellano, 2011). Play, games, and songs are vital to developing attitudes of cooperation and self-control in children.Froebel believed block play to be essential in child development as it represented the bui lding blocks of the universe (Platz Arellano, 2011).ReferencesChoudhry, M. (2013). Constructivism Way to new learning. International journal of Education 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/ condition/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