Answer to Question #316390 in Psychology for DANA

Question

Having knowledge of Piaget’s and Vygotsky’s theories, discuss whether you agree or disagree with one or both and use at least one specific example to support your stance. Write your response in one paragraph, at least 10 sentences!

Answer 1

Developmental theories are a large part of what drives a teacher's approach to the classroom. In fact, every teacher-prep program requires courses on childhood development so that teachers have an understanding of where their kids are or should be from a psychological view. Most of these theories focus on our emotional and social lives. One of the most popular theories of human development, the Ericksonian model, addresses cognition and information processing almost as an afterthought.

What makes Piaget's model stand out in the field is its specific attention to cognitive development. It focuses on how human beings process information and how that processing changes throughout a lifetime. In particular, his theory focuses on the mechanisms that help us adapt and learn new concepts or skills.

In the classroom, teachers can apply Piaget's notions of assimilation and accommodation when introducing new material. They can help students approach a new idea through the lens of what they have already learned. When they can achieve what Piaget called equilibrium, they can then move forward to again advance their knowledge.

One key element for teachers to be cognizant of is their students' particular age and relative development. Preschool teachers can look at Piaget's Sensorimotor Stage and help children learn to recognize simple shapes and colors.

Teachers who have classrooms for Preschoolers through approximately grade 2 should take a close look at the Preoperational Stage. It's important to note that children in this stage will not have a grasp of logic. Rather, their thoughts and behaviors will be egocentric and more intuitive. Teachers can thus put their lessons and student interactions in this context. Later in the stage, educators can integrate more abstract thinking, non-egocentric concepts, and advanced language skills. Some students will be able to adapt more quickly to the increasing complexity and can be encouraged to model their adaptive methods for their peers.

Teachers can approach the two later stages, Concrete Operational and Formal Operational, in much the same way. They can assess where their students are within the age-appropriate stage and then help them transition to the next. For older students in the final stage, teachers can build on the basic tools of adaptation and build lesson plans that ease the acquisition of new knowledge and skills.