SOCIALIZING FORCES WORK BEST WHEN THEY ARE IN TUNE WITH INNER MATURATIONAL PRINCIPLES ARNOLD GESELL A CHILD IS THE PRODUCT OF THE ENVIRONMENT... BUT DEVELOPMENT IS DIRECTED BY A GENETIC BLUEPRINT MATURATIONIST PERSPECTIVE

MARIA MONTESSORI SENSITIVE PERIODS INDEPENDENT MASTERY CHILD ORIENTED/CHILD DIRECTED GRADUAL PREPARATION... BY DOING ONE CANNOT BE FREE IF ONE IS NOT INDEPENDENT TEACHER AS FACILITATOR

EMMANUEL KANT KNOWLEDGE AND MEANING ARE CONSTRUCTED BY THE INDIVIDUAL INDIVIDUALS INTERPRET SENSORY INFORMATION AND CONSTRUCT PERSONAL, SOCIAL, AND CULTURAL MEANING IT IS THE MEANING OF OUR EXPERIENCES, AND NOT THE ONTOLOGICAL STRUCTURE OF THE OBJECTS, WHICH CONSTITUTES REALITY CONSTRUCTIVISM

JEAN PIAGET COGNITIVE- DEVELOPMENTAL THEORY “A STUDENT WHO ACHIEVES KNOWLEDGE THROUGH FREE INVESTIGATION AND SPONTANEOUS EFFORT WILL BE ABLE TO RETAIN THAT KNOWLEDGE AND WILL HAVE ACQUIRED A METHODOLOGY THAT CAN SERVE FOR A LIFETIME.”

“The central fact about psychology is the fact of mediation.” Lev Vygotsky

ACTIVE AGENCY Adaptation Disequilibrium Biological FactorsEnvironmental Factors BEHAVIOR Cognitive Development MEDIATING MECHANISMS Individual as active agent - emphasis on interpretation of information and on construction of meaning Developmental stages COGNITIVE CONFLICT

WHAT CRITICAL ELEMENTS SEEM TO BE DE-EMPHASIZED IN PIAGET’S THEORY OF COGNITIVE DEVELOPMENT?

2. CRITICAL ROLE OF LANGUAGE 3. IMPORTANCE OF ASSISTED LEARNING 1. HUMAN LEARNING CANNOT BE UNDERSTOOD INDEPENDENT OF THE SOCIAL AND CULTURAL FORCES THAT INFLUENCE INDIVIDUALS**

The development of mind is the interweaving of biological development of the human body and the appropriation of the cultural/ideal/material heritage which exists in the present to coordinate people with each other and with the physical world. Lev Vygotsky from: Beyond the Individual-Social Antimony in Discussions of Piaget and Vygotsky, by Michael Cole and James Wertsch

LEV VYGOTSKY SOCIAL-HISTORICAL THEORY OF COGNITIVE DEVELOPMENT SOCIAL AND CULTURAL INTERACTIONS ARE CRITICAL TO LEARNING INDIVIDUALS CREATE PSYCHOLOGICAL TOOLS TO LEARN AND TO MASTER THEIR BEHAVIOR

Cultural influences - Tools and signs - Cultural artifacts - Language Mediating mechanisms Social Process Instruction (Zone of Proximal Development) Biological FactorsEnvironmental Factors with emphasis on Sociocultural factors BEHAVIOR Development

THE ZONE OF PROXIMAL DEVELOPMENT “... is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” Lev Vygotsky, 1935

POTENTIAL LEVEL ACTUAL LEVEL INSTRUCTION LEARNINGLEARNING ZPD

POTENTIAL LEVEL ACTUAL LEVEL ZPD

SOCIAL (Cultural) MEDIATION Biological FactorsEnvironmental Factors with emphasis on Sociocultural factors BEHAVIOR Development Cultural influences - Tools and signs Mediating mechanisms Social Process Instruction (Zone of Proximal Development)

CONCEPTUAL DIFFERENCES BETWEEN VYGOTSKYPIAGET and 1. COGNITIVE DEVELOPMENT IS PRIMARILY A FUNCTION OF SOCIO-CULTURAL INTERACTION Adult-child interaction INDIVIDUAL CONSTRUCTION Active agency... but see Cole and Wertsch’s Beyond the Individual-Social Antimony in Discussions of Piaget and Vygotsky

CONCEPTUAL DIFFERENCES BETWEEN VYGOTSKYPIAGET and 2. ROLE OF LANGUAGE AND PRIVATE SPEECH LANGUAGE CRITICAL - EGOCENTRIC SPEECH BECOMES THOUGHT THAT IS SELF-REGULATING COGNITION CRITICAL - EGOCENTRIC SPEECH DISAPPEARS AS SOCIAL SPEECH DEVELOPS ONCE LANGUAGE DEVELOPS, COGNITION IS LANGUAGE COGNITION MEDIATES LANGUAGE

HOW CAN I KNOW WHAT I THINK UNLESS I HEAR WHAT I SAY? Dean Acheson

CONCEPTUAL DIFFERENCES BETWEEN VYGOTSKYPIAGET and 3. HOW DO CHILDREN LEARN BEST? SOCIAL INTERACTION INSTRUCTION DEPENDENT ASSISTED LEARNING (ZPD) SCAFFOLDING COGNITIVE SELF- INSTRUCTION - guided by inner speech INDIVIDUAL CONSTRUCTION STAGE DEPENDENT SELF-DIRECTED, SELF-INITIATED** EXPERIMENTATION INDEPENDENT MASTERY EXPLORATION, DISCOVERY INTERNAL SELF-REGULATION

CONCEPTUAL SIMILARITIES BETWEEN VYGOTSKYPIAGET and 1. PARADIGMATIC CONSISTENCY SOCIAL CONSTRUCTIVISM with an ever so slight lean toward nurture COGNITIVE CONSTRUCTIVISM with an ever so slight lean toward nature

2. FOUNDATION OF HUMAN DEVELOPMENT GENETIC EPISTEMOLOGY HUMAN DEVELOPMENT IS AN INTERACTION BETWEEN BIOLOGY AND ENVIRONMENT PRIMARILY MEDIATED BY AN INDIVIDUAL’S ACTIVE CONSTRUCTION OF MEANING SOCIOCULTURAL MEDIATION HUMAN DEVELOPMENT IS IS AN INTERMINGLING OF BIOLOGICAL AND SOCIAL FACTORS -“THE NATURAL AND THE CULTURAL” - THAT FORM A SINGLE LINE OF SOCIOBIOLOGICAL FORMATION OF PERSONALITY CONCEPTUAL SIMILARITIES BETWEEN VYGOTSKYPIAGET and

3. SOCIAL INFLUENCE ON LEARNING THE IMPORTANCE OF SOCIAL EXCHANGE DURING THE PROCESS OF EQUILIBRATION THE IMPORTANCE OF ASSISTED LEARNING TO REACH THE ZONE OF PROXIMAL DEVELOPMENT CONCEPTUAL SIMILARITIES BETWEEN VYGOTSKYPIAGET and DeVries, R. (1997). Piaget’s Social Theory, Educational Researcher, 26(2), Link to detail

Piaget’s Cognitive Periods and Approximate Ages Table The Sensorimotor Period-Birth to months 2. The Preoperational Period-2 to 7 years 3. The Concrete Operational Period-7 to 11 years 4. The Formal Operational Period-over 11 years 3

Piaget on Language and Thought Table Egocentrism 2. Organization of reality by sensory and motor abilities 1. Increasing symbolic activity 2. Beginnings of representation 1. Reversibility 2. Conservation 3. Seriation 4. Classification 1. Development of logico- mathematical structures 2. Hypothetico-deductive reasoning CharacteristicsPeriod (age in years) Outstanding Language Equivalent Sensorimotor (0-2) Preoperational (2-7) Concrete Operational (7-11) Formal Operational (over 11) Language absent until final months of period 1. Egocentric speech 2. Socialized speech 1. Beginnings of verbal understanding 2. Understanding related to concrete objects 1. Language freed from the concrete 2. Verbal ability to express the possible 4

Vygotsky’s Theory-Basics l Concept of development l The social origin of mind l Speech and development 5

l Preintellectual speech l Naive psychology l Egocentric speech l Inner speech Vygotsky and Stages of Language Development 6

Key Differences Between Piaget and Vygotsky Table 2.5 Individual child constructs view of world by forming cognitive structures -“the little scientist” Equilibration-child acts to regain equilib- rium between current level of cognitive structures and external stimuli Emerges as cognitive structures develop Assimilation and accommodation lead to equilibration Child independently searches for data needed to change cognitive structures, thus enabling child to reach solution Perspective Basic psychological mechanism Language Learning Problem solving Child’s cognitive development progresses by social interactions with others (“social origins of mind”) Social interaction, which encourages devel- opment through the guidance of skillful adults Language begins as preintellectual speech and gradually develops into a sophisticated form of inner speech; one of the main forces responsible for cognitive develop- ment Learning results from the interaction of two processes; biological elementary processes (such as brain development), plus sociocultural interactions Two aspects of problem solving: 1. Key role of speech to guide “planful” behavior; 2. Joint efforts with others PiagetVygotsky 7