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Learning in Context - Y2 - Coggle Diagram
Learning in Context - Y2
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Piaget's learning theory
Preoperational stage
- Thoughts and communications are egocentric - about themselves
- Egocentrism - belief that others see the world precisely the way you do
- Piaget argues that the preoperational child assumes that other people see, hear and feel exaclty the same as they do
- Sigler et al, 2003 - do you have brothers or sisters?
-> Child - a 2 month old brother
-> How does he behave - he cries all night
-> Why do you think he cries - he probably thinks he is missing something on television
Language development in the preoperational stage (2-7 years old):
- In this period, intelligence is demonstrated through the use of symbols
- Language use matures
- Memory and imagination are developed
- Thinking is done non-logically, in a nonreversible manner
- Egocentric thinking predominates
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Rogoff's learning theory
Inspired by several scientific studies:
- Fieldwork studies of childrearing practices among Guatemalan Mayans
- Participation in an alternative child-centered school in Utah
- Studies of girl-scout cookie selling
Notes that sociocultural psychology originates from the 1960s and 70s and tried to replicate Piaget's findings with non-European children and found issues
- Cole's study of maths abilities do not reflect real-world abilities
-> Ethnographic research by Cole and his colleagues in non-Western cultures gives additional insights into this proposal that the child's social world is an arena within which thinking develops
- Luria's study of logical and syllogistic reasoning
Studied middle income children -
- Lab experiences, tests and situtations where adults know the answers
- Children learn and develop in the ongoing endeavours of their families, school and peer groups and communities
Learning is situated -
- It occurs as a function of the activity, context and culture in which it occurs
- Social interaction is a critical component of situated learning - learners become involved in a community of practice which embodies certain beliefs and behaviours to be acquired
The sociocultural focus - learning is a process in social and cultural contexts:
- Development is a transformation of patterns of participation in joint activities
-> Guided participation - children participate in culturally valued activities and are guided by more experienced participants or by the structure of the activity itself
- The importance of cultural tools and practices
-> Intersubjectivity - a sharing of focus and purpose between children and their more skilled partners
- Development involves appropriation of tools and practices in the community
-> Appropriation - not internalisation - intended connotation is more active and more participatory
- Rogoff argues that development and learning cannot be explained only through the study of individuals
Endpoints of development
For Piaget as with all grand stage theories, development is unidirectional:
- Rogoff instead argues that there is no universal endpoint of development
- Rather, development is multidirectional
- Each culture has its own local goals; development proceeds differently in different cultures
- Like Piaget, Americans emphasise skills promoted in academic settings and in literate, scientific activities - but not all communities hold these goals for their children
- If so, Piagetian stages might not be universal; they may seem particularly good at explaining development towards literate, scientific activities, but might not be good for explaining others pathways of development
- Rogoff demonstrates this by asking, at what age does a child become ready to handle a sharp knife?
-> The idea that development has an outcome, is itself culturally specific to our culture's way of viewing childhood as a separate stage, as a preparation for life
-> But in many other cultures, children are not separate from adults, but children participate in mature activities
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