Piaget, Vygotsky, & Krashen laksmisuharyo.weebly.com

Piaget  concerns  how young children function in the world  how “the function” influences their mental development  learning occurs through taking action to solve problems  action-not language- is fundamental to cognitive development

Piaget  cognitive development as a result of: assimilation: action takes place without any change to the child accommodation: adjusting to features of the environment in some way  a child thinking develops as gradual growth of knowledge & intellectual skills towards a final stage of formal, logical thinking

Piaget  Piaget’s idea  the child is an active learner & thinker (a sense-maker)  constructing own knowledge from working with objects or ideas  environment  opportunity provider  the setting for development  classroom  creating and offering opportunity for learning

Vygotsky  concerns with language and other people in the child’s world  language provides  new tools  opening new opportunities for doing things and for organizing information through the use of words as symbols  private speech  social speech  inner speech

Vygotsky  a child is an active learner alone in a world of other people  other people’s roles helping children to learn bringing objects and ideas to their attention playing, reading stories, asking questions  adults  mediate the world for children  make the world accessible to children

Vygotsky  zone of proximal development  what a child can do with skilled help  learning helped by interacting with an adult  adult tries to mediate what next it is the child can learn  New language: first, meaningfully used by teacher & pupils later, transformed and internalized to become child’s language skills/knowledge

Krashen  a group of five hypotheses of second language acquisition: the input hypothesis the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis the affective filter hypothesis

The input hypothesis  learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level.  "i+1", where "i" is the language input and "+1" is the next stage of language acquisition

The acquisition–learning hypothesis  a strict separation between acquisition and learning;  acquisition as a purely subconscious process  learning as a conscious process  improvement in language ability was only dependent upon acquisition and never on learning.

The monitor hypothesis  consciously learned language can only be used to monitor language output; The natural order hypothesis  language is acquired in a particular order,  the order does not change between learners,  the order is not affected by explicit instruction The affective filter hypothesis  learners' ability to acquire language is constrained if they are experiencing negative emotions such as fear or embarrassment

Tugas kelompok: Deskripsikan suatu kelas pembelajaran B.Inggris SD yang mengadopsi: Piaget : Vygotsky : Krashen : Kegiatan dalam kelas? -Media yang digunakan? -Pola interaksi guru-siswa? -Pola siswa-siswa?