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Compare the work of Vvgotsky and Piaget, linking their ideas to practice…

- - - - fundamental role of social interaction in the development of cognition (Vygotsky, 1978)
      - social learning tends to precede (i.e., come before) development.
  - - - actual development level
        
        mental functions as a result of completed developmental cycles.
        
        retrospective
      - proximal development
        
        in progress cycle
        
        prospective
        
        understanding of internal course of child's developmement
  - - - social constructivist theory
      - 1978
      - sociocultural characteristics from the beginning of development.
      - development from a range of different stimuli
        
        pupil = problem solver
        
        teacher = facilitator
      - need to communicate is central to the childs development of thinking.
      - functional value of egocentric speach to verbal reasoning and self regulation.
        
        Highlights the importance of talk in the classroom as a development tool
      - Group interaction to develop the skills with adult intervention to consolidate and extend learning
  - - - discourse analysis
      - qualitive methods of observation, participation, documentation.
    - - linguistics
      - anthropology
      - psychology
      - education
    - - History
      - policitics
      - law
      - Then went onto teach a variety of subjects
- - - - Sensorimotor stage: birth to 18-24 months
        
        Object permanence
        
        J simplypsychology.org/sensorimotor.html
      - Preoperational stage: 2 to 7 years
        
        Symbolic thought
        
        (K) https://www.simplypsychology.org/preoperational.html
        
        Centration is the tendency to focus on only one aspect of a situation at one time.
        
        Egocentrism refers to the child's inability to see a situation from another person's point of view.
        
        Play
        
        That is to say the main function of speech at this stage is to externalize the child’s thinking rather than to communicate with others.
        
        parallel play
        
        Pretend (or symbolic) Play
        
        As the pre-operational stage develops egocentrism declines and children begin to enjoy the participation of another child in their games and “lets pretend “ play becomes more important.
        
        Symbolic representation
        
        but merely reflects what the child already knows and contributes little to new knowledge. He believed cognitive development promotes language development, not vice versa.
        
        Animism
        
        Up to the ages 4 or 5 years, the child believes that almost everything is alive and has a purpose.
        
        During the second stage (5-7 years) only objects that move have a purpose.
        
        In the next stage (7-9 years), only objects that move spontaneously are thought to be alive.
        
        In the last stage (9-12 years), the child understands that only plants and animals are alive.
      - Concrete operational stage: 7 to 11 years
        
        Logical thought
        
        But operational thought only effective here if child asked to reason about materials that are physically present. Children at this stage will tend to make mistakes or be overwhelmed when asked to reason about abstract or hypothetical problems.
        
        (L) https://www.simplypsychology.org/concrete-operational.html
      - Formal operational stage: ages 12 and up
        
        Scientific reasoning
        
        Concrete operations are carried out on things whereas formal operations are carried out on ideas. Formal operational thought is entirely freed from physical and perceptual constraints.
        
        During this stage, adolescents can deal with abstract ideas (e.g. no longer needing to think about slicing up cakes or sharing sweets to understand division and fractions).
        
        They can follow the form of an argument without having to think in terms of specific examples.Adolescents can deal with hypothetical problems with many possible solutions. E.g. if asked ‘What would happen if money were abolished in one hour’s time? they could speculate about many possible consequences.
      - All children go through the same stages in the same order (but not all at the same rate).
        
        Children actively build up their knowledge about the world.
        
        What he was more interested in was the way in which fundamental concepts like the very idea of number, time, quantity, causality, justice and so on emerged.
        
        some individuals may never attain the later stages.
  - - - maturation
        
        dynamic structures form gradually
        
        doesn't correspond to an age
        
        based one education and acquired experience
      - Physical Experience
        
        Physical laws are based on personal experience and discovery
      - social interaction
        
        education and social transmission
        
        Look to provide problems that challenge child's current understanding that will develop current viewpoints of the world
  - - - swiss psychologist.
      - applied Gessells (1925) theory of maturation to cognitive growth
      - intellectual and moral development = sequential
        
        investigative and experimental approach to learning.
        
        links this to age. Framework is a normal pathway through
        
        Final stage = 12 + = formal operational stage
        
        manipulating ideas in their heads
        
        consider events that have never happened
        
        think about things they have never seen.
        
        organise events and ideas systematically and come to conclusions
      - Cognitive development theory
  - - - different age groups answered the questions differently because they thought differently
    - - assimilation
      - accomodation
    - - logical use of symbols relating to abstract concepts.
      - early in this period their is a return to egocentric though
      - many people do not think formally during adulthood
      - According to case studies, many children even in mid teens still on "onset" part of this stage.
        
        dependent on the childs environment.
    - - but NOT to far above current level
- - - - Could copy instructions. But struggled to take in the theory. Also no enough base knowledge to understand things like graphs and coordinates.
    - - Had the additional knowledge. Could explain concepts (like variables) that they understood and were also able to pick up the instruction s.