Piaget, Kohlberg and Vygotsky: Construction and Critical Perspectives
Jean Piaget
Jean Piaget emphasized that children actively form their own understanding of the world. Information doesn't just enter their mind from the environment. As children grow, additional information is acquired and they adapt their thinking to incorporate new ideas as this improves their understanding of the world. Piaget believed that a child's mind passes through several stages from infancy to adolescence. Each stage has a different way of thinking and is related to age. For example: During childhood, i.e. the first two years of life, the child experiences the world through the senses and through interactions with objects. Seeing, hearing, touching, facing and holding the newborn is present and present.
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| Learning through sense |
Cognitive development
Cognitive development Cognitive means to perceive, understand
and conceive or simply know. Jean Piaget (1896 to 1980) a Swiss child
psychologist provides a rich framework for the concept of child development.
Thinking and cognition through development. To an adult. His theory of
cognition is also called "genetic epistemology". It focuses on the
interaction between their biological heritage and their environment for
cognitive development.
In Piaget's theory, all cognition is caused by three
processes - assimilation, accommodation and equilibration (balance).
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| Human Mind: Cognitive development |
1. Assimilation - means fitting new information into an already established cognitive structure (schema).
2.
Accommodation - means the change of the existing cognitive structure
(schema) in response to new information.
3.
Equilibration - means the optimum level of intellectual functioning occurs
when balance assimilation and adjustment takes place.
Stage of
cognitive development
1. Sensory
motor [from birth to 2 years] = learning through senses,
expression by symbols etc.
= The infant explores the world by coordinating sensory experiences with physical actions.
2. Pre-operational [2 years to 7 years] = intuition, learning words, not using logic etc.
= Symbolic thought develops: object permanence is established:
the child cannot coordinate the different physical properties of an object.
3. Concrete
operation [7 years to 11 years] = algebraic identities, ability to
number, duration of objects and quantities.
= The child can reason logically about concrete events and
classify objects into different sets, is able to perform reflexive mental
operations on representations of objects.
4. Formal
Operations [11 years to 15 years] = ability to solve problems. Logical
thinking etc.
= Adolescents can apply
logic and develop imaginary thinking more abstractly.
Educational
implications of Piaget's theory
•The school curriculum should be built on the basis of
cognitive abilities and maturity. It should be a capability based course.
• Teachers should follow the maxims of teaching from simple
to complex, concrete to abstract according to the development of cognitive
abilities.
• Piaget's theory helps teachers to understand the cognitive
development of children.
Kohlberg
Kohlberg (1984) has defined moral development as the development of an individual's sense of justice. According to him, people go through several stages in the development of their sense of justice and the kind of reasoning they use to make a moral argument, which consists of six stages.
Moral development theory
Level 1. Pre-moral (age 4 years to 10 years) = early stage
1. Stage 1 - the stage of obedience that must be achieved in
order to be avoided.
2. Stage 2 - The stage of verifying the reward and favor
received in return.
Level 2.
Conventional Ethics (ages 10 to 13 years) = Establishing Moral Principles
3. Stage 3 - The Stage of Maintaining Relationships and
Acceptance of Others.
4. Stage 4 - Stage of obedience to avoid condemnation by
higher authority or social order.
Level 3.
Self-accepted moral principles (whether from age 13 to middle or later
childhood) = socialization
5. Stage 5 - Stages of conformity to democratically accepted
law.
6. Stage 6 - The Calling of One's Inner Conscience.
Vygotsky's
According to Vygotsky's socio-cultural view all mental
activity first takes place in the external social world, children learn from
the culture of their community the way they think and behave. Vygotsky of Socio
- Culture Theory.
1. ZPD - Zone of
Proximal Development Refers to the difference between actual development (as
measured by a test of intelligence) and the level a child can achieve following
guidance.
2.
Scaffolding - generally refers to the support given to students for
learning and problem-solving. He observed the children learning in social
interactions while interacting. He emphasized the importance of language
development for cognitive development.
3. Cultural
Aspects - Through both informal and formal interaction and
education, adults tell children how their culture interprets and reacts to the
world. Specifically, when adults interact with children, they show the meaning
they attack, for objects, events, and experiences.
4. Speech
and Language Development - This is the main assumption of Vygotsky's theory
that through language the first few years of life become more independent and
important. Over the years Vygotsky observed that adults play an important role
in developing a child's behavior, therefore emphasizing the importance of
language through scaffolding it. Learning development and teaching for the
child's cognitive behavior and development.
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