Exam Question number 2

Piaget and vygotsky

Piaget described two processes used by the individual in its attempt to adapt: assimilation and accommodation. Both of these processes are used throughout life as the person increasingly adapts to the environment in a more complex manner.

The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” Vygotsky believes learning is a life long process and that we learn in social contexts.

Piaget believed assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures. Accommodation is the process of changing cognitive structures in order to accept something from the environment. Both processes are used simultaneously and alternately throughout life. An example of assimilation would be when an infant uses a sucking schema that was developed by sucking on a small bottle when attempting to suck on a larger bottle. An example of accommodation would be when the child needs to modify a sucking schema developed by sucking on a pacifier to one that would be successful for sucking on a bottle.

Vygotsky developed the theory of the zone of proximal development. He believed that the life long process of development was dependent on social interaction and that social learning actually leads to cognitive development. This phenomenon is called the Zone of Proximal Development. Vygotsky describes the ZPD as "the distance between the actual development 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". In other words, a student can perform a task under adult guidance or with peer collaboration that could not be achieved alone. The Zone of Proximal Development bridges that gap between what is known and what can be known. Vygotsky claimed that learning occurred in this zone.

Many pre-school and primary programs are modeled on Piaget's theory, which, as stated previously, provides part of the foundation for constructivist learning. Discovery learning and supporting the developing interests of the child are two primary instructional techniques. It is recommended that parents and teachers challenge the child's abilities, but NOT present material or information that is too far beyond the child's level. It is also recommended that teachers use a wide variety of concrete experiences to help the child learn (e.g., use of manipulatives, working in groups to get experience seeing from another's perspective, field trips, etc).

The physical classroom, based on Vygotsky's theory, would provide clustered desks or tables and work space for peer instruction, collaboration, and small group instruction. Like the environment, the instructional design of material to be learned would be structured to promote and encourage student interaction and collaboration. Thus the classroom becomes a community of learning.

Both Piaget and Vygotsky support the concept that children learn from prior knowledge, that the required learning should be a little beyond their reach but is attainable with the help of adult guidance and the peer/social network. They both support diversity in learning structures and materials, using collaboration as a teaching tool.
Constructivist education is multi-faceted, there is no one-way to stand in front of a class and present information for students to digest and later regurgitate to pass an exam. It allows for creativity in lesson preparation and greater student input. Constructivists acknowledge for students’ to acquire deep learning of a subject it must have meaning, be in context, and the student himself or herself must have an input into the learning. Working collaboratively with other students allows them to access more than one way of thinking, another level of understanding.