Hi Class,
Please answer the following:
1. Observe or interview a child or adolescent and describe your findings based on Piaget's Cognitive Theory or Vygotsky's Social Interaction Theory.
2. Include and explain your agreement or disagreement on the two theories mentioned in class.
Doc Raqui
Please answer the following:
1. Observe or interview a child or adolescent and describe your findings based on Piaget's Cognitive Theory or Vygotsky's Social Interaction Theory.
2. Include and explain your agreement or disagreement on the two theories mentioned in class.
Doc Raqui
1. As we can observe in the children, for example in a classroom, children are more excited and eager to finish their given task as they do it as a group. They can do a successful task or activity as they do it with the help of their other classmates and as they are doing it they are just enjoying themselves until they find out that they are already finish. Unlike with the children who are doing the given task alone, they may find it hard to accomplish and they may not enjoy doing it for the reason that they are alone and they don't have someone to talk to or someone to ask for.
ReplyDelete2. I agree to the 2 theories that were mentioned in the class. As with Vygotsky's Social Interaction Theory, as can be observe in a classroom, there are students who learn more as they share or as they interact with their other classmates rather than they are alone. With the Theory of Piaget's Cognitive Theory, as I observe a child, as she interacts with the environment she uses her senses. Like for example, her grandfather is playing with her,as he puts towel on his face, the baby didn't stop until she removes the towel on her grandfather's face. As with the sensorimotor stage, it is said to be the concept of permanence.
a. I observed my two year old niece and found out that Social Interaction can influence children’s cognitive development. I bought her a chart of letters and numbers for her to familiarize with it. After 2 days of teaching her she can identify some of the pictures on each letter of the alphabet and also the pictures on the numbers. And whenever I’m not there her older sister and cousins teach her and interact with her. Interact because whenever she makes some errors they are correcting her then later on she can identify all the pictures there.
ReplyDeleteb. Piaget's Theory of Cognitive Development and Vygotsky's Theory of Social Interaction are both helpful in identifying how a child/adult develops. I both agree with the two. Both of them explain how a child/adult develops but in different manner of developing. Piaget's Theory is detailed because it is explained by using stages. This stages helps the teacher determine how their students are developing cognitively from one stage to another. They can determine also if their students are not developing if the schemata of certain stage was not met. Vygotsky's Theory focus on general development which is Social Interaction that students should be pushed to the edge of their capabilities but someone should be there to help and encourage them.
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ReplyDeleteIn adherence to Piaget’s Cognitive Theory, it can be noted that a child when exposed to language system, he can already identify, sound or mimic the same thing no matter how complicated it is. A normal child aged 5-7 is readily to learn many languages provided he has been exposed to it. A child once given an input will automatically comprehend it and response to it, which is supported by Vgotsky in his theory of Social Interaction. A child in his developmental years, manifest learning and interaction as most children are very inquisitive that is the manifestation of their comprehension skills.
ReplyDelete3. As mentioned earlier, I agree to these two theories by Piaget and Vgotsky since it is very observable among children. They begin to create simple sounds, sentences, and discourses as they grow older. Likewise, provided with that children are exposed to the different language system they grasp or learn them without difficulty.
1. Based on the observation I made with Althea (a girl with an age of 8), she is already in the concrete operational stage where children begin to thinking logically about concrete events. Her thinking becomes more logical and organized, but still very concrete. She has difficulty of understanding abstract or hypothetical concepts.
ReplyDelete2. Piaget viewed cognitive development through a biological perspective; yet felt that development occurs through manipulation and interaction with the environment. The most basic structure of mental organization is a scheme. Through the usage of schemes the mind is able to organize new information into related, interconnected structures. While on the other hand, Vygotsky did not believe that interaction with ones environment was the only way a child may learn. He felt that cognitive development is linked to input from others and the environment. Vygotsky's theory of cognitive development stated, "Intellectual development can be understood only in terms of the historical and cultural contexts children experience". Meaning that children learn through social interaction and their culture. This differs from Piaget's theory that children learn through acting on their environment [1].
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1. http://voices.yahoo.com/the-cognitive-development-theories-piaget-vygotsky-4873198.html?cat=4
1. I do a little observation to my niece. She's 9mos old and currently leaving together with us. I was really amazed on how she develop so fast. When we discuss Piaget theory in our class before, i totally agree on everything that Ive heard. The sensorimotor stage is certainly true and agreeable. The infants were able to know the world through their movements and sensation. I remember during her first few weeks, even if here she doesn't have the ability to see a clear picture of her environment yet, you can really see how she was able to compensate, during feeding time, her rooting reflex works, once you put something on her chick she will grab and suck it. same as what she does on her mom if she want to be breast fed. aside from that, i really observe how she eventually modify her initial reflexes to adapt to our current surrounding. I also try doing what Piaget did before, i try to hide my niece toy, i was glad that she search for it. she even cry because she's aware that someone hide it, that made me connect it to what object permanence is.
ReplyDelete2. Just like what had been mentioned by my classmates above, the two theories are very much helpful in our field. Both tackles the development, but it the explanation and views are different. for Piaget, cognitive development based on how learner interact with their environment and how they integrate new knowledge and information into existing knowledge. On the other hand, Vygotsky's view is more about the role of culture and social interactions.
As I do a little searching on the net I've seen that it has similarities and difference. As stated, "Vygotsky believed that the child is a social being, and cognitive development is led by social interactions. Piaget, on the other hand, felt that the child was more independent and that development was guided by self-centered, focused activities". Though it has clear differences, still in my vies, teachers must be aware of this, since sooner or later we could surely apply this to our students.
reference:
www.simplypsychology.org/sensorimotor.html
http://education-portal.com/academy/lesson/differences-between-piaget-vygotskys-cognitive-development-theories.html
1. When I asked my 13-year-old niece about poverty, she said that "Poverty for me is the most common problem of our society nowadays as evidenced by dirty surroundings, many street children and street beggars. She continued saying "I think proper education can help alleviate poverty in our country." Judging from her answers, I can say that she is on the formal operation stage of Piaget's Cognitive Development. Adolescence marks the beginning development of more complex thinking processes (also called formal logical operations) including abstract thinking (thinking about possibilities), the ability to reason from known principles (form own new ideas or questions), the ability to consider many points of view according to varying criteria (compare or debate ideas or opinions), and the ability to think about the process of thinking.
ReplyDelete2. In general, I agree with Piaget's Cognitive Development Theory for it can be observed among the children and adult population all over the globe. We can all agree that infants primarily rely on their reflexes (especially on the first 6 months) and sensations and motor actions to interact with the environment. Toddlers and preschoolers may manifest illogical operations, symbolic representations and egocentric reasoning and behaviors. School-aged children may already manifest logical and reversible operations but they can't yet afford to think abstractly. One minor disagreement would be Piaget's Theory does not consider variation in a child's development. There are children whose development is delayed or advanced with that of other children. For example, some 7-year-old children have poor cognition or reasoning skills while some have a very keen cognition or reasoning skills as if they are already adults. Vygotsky's Social Interaction Theory is also reliable especially the concept of zone of proximal development, which means an area in which a child has trouble solving a problem alone, but can succeed with help from someone more knowledgeable. Furthermore, students should be pushed to the edge of their capabilities but that someone should be there to help and encourage them. I really find Vygotsky's Theory reliable and accurate.
1.I have an eight year old niece. As I have observed she is now on the concrete-operational stage on Piaget’s Cognitive Theory. The hallmark of reversibility can be observed on my niece. I asked her questions about multiplication and division using the same number that shows reversibility and she was able to answer those. She has more logical way of thinking than her little brother aged 5.
ReplyDelete2.I agree with the two theories that are discussed in the class. Both theories have its own good point of view. The theory of Piaget shows the different stages of the child/ adult during their cognitive development. He was able to show how these stages differ from each other and it showed how cognitive development takes place in every stages. Thus teachers will be able to understand the cognitive ability of their students based on what stage their students are. While the theory of Vygotsky emphasize the importance of interaction in influencing the cognitive development of children. Through interaction, children will be able to acquire and learn more knowledge from different people. The teachers encourage children to show their full capabilities.
1. Observing my 25 month old niece, I noticed she is always role-playing. She would get her mom’s stethoscope and pretend to be a doctor. She would step on a book imagining it is an airplane and make sound of a flying airplane. She would assign her cousins’ name to her mini dolls and pretend to be talking to them. She would imitate actions by other people like typing, grooming, etc. She would most of the time say “I want to see it” and “I want to hold it”. She exhibits wider vocabulary and can now construct 4-5 word sentences. Since birth she was exposed to letters, numbers, colors and shapes. The adults she interacts with encourage, guide and help her in learning. She can identify and recite the whole alphabet, count up to 20 and recognize basic colors and shapes.
ReplyDeleteThis observation on my niece is characteristic of the preoperational stage of Piaget’s cognitive development. This is also in accordance with Vygotsky’s theory that social factor greatly contribute to the cognitive development of a child.
2. I agree with Piaget’s developmental stage theory which deals with how individuals come gradually to acquire, construct and use knowledge. My observation on several children, the stages are approximate of certain age. Piaget recognized that “there are gaps in the experiences of individual that affect development within and between the stages which he called decalege”. On Piaget’s stages there are some challenging tasks out of children range of understanding or mental capabilities, but I believe in Vygotsky that with teachers or adults help and intervention children can perform challenging tasks.
Both Piaget and Vygotsky believed that young children are curious and actively involved in their own learning and the discovery and development of new understandings. Although there are differences in Piaget’s stages theory and Vygotsky’s emphasis on culture, social environment and role of language contributing to the child's cognitive development, I believe that both provide teacher with important theories in understanding cognitive development of a child.
I believe that a child can learn both by himself and through guidance of skillful parent or teacher. As teacher, I should keep in mind that much important learning by the child occurs through social interaction with a skillful tutor. I should provide for students group and peer learning in order to support each other in developing skills. I must remember that children at different stages think differently and teacher think differently from children and adolescent they are teaching. I should provide educational strategies and assistance appropriate for their cognitive developmental stage.
1. As I observed to my 4 years old nephew (Mckoy), one time we gave him 5 pieces of 1 peso coin while his sister (Faith,9 years old)we give her 1 piece of 5 peso coin. My nephew laughing to his sister because he said that his money is more than to his sister, which they have the same amount. My nephew is on preoperational stage of Piaget's Cognitive Theory which he begin to use reasoning, however it is mainly intuitive, instead of logical.
ReplyDelete2. I agree to the 2 theories that discussed in the class. In Piaget's Cognitive Theory, all the stages correspond to the age of a child. For example, i asked my niece (Luisa, 7 years old) which is heavier 1 kilo of nail or 1 kilo of cotton, her answer is 1 kilo of nail because nail is heavier than cotton. I also asked my cousin (Regine, 13 years old) with the same question, her answer: 1 kilo of nail and 1 kilo of cotton have the same weight. My cousin is on formal operational stage, which at that stage they have ability to hypothesize, to reason out more abstract and logically. While in Vygotsky's Social Interaction Theory, children enjoy doing task/school activity with their classmates than being alone. Children also cannot finish a task without the help of adults.
1. I observed my five-year-old cousin over the weekend in order to gain a deeper understanding of the theories we studied in class. As a five-year-old, he is deeply entrenched in what Piaget calls the Pre-operational stage. His time is mostly spent running around the house, watching cartoons and playing. When he cannot find his toys, I have noticed that he tends to play with any random object he can lay his hands on and pretends that it is another object. This behavior is called symbolic representation, and is basically one of the fundamental characteristics of this stage. He also has difficulty grasping the different characteristics of the things around him, instead focusing on one aspect. For example, when told that he is doing something incorrectly, he will vehemently insist that he is right because that is what his teacher told him.
ReplyDelete2. I think both concepts are valid and provide insight into the cognitive development of an individual. Piaget's theory tells us about the development that each individual goes through as they grow and mature, while Vygotsky's theory tells us how our cognitive abilities are affected by the people and things that surround us and encourages us to interact with our peers in order to learn more.
1. Based on my finding on Piaget’s theory, during the sensorimotor stage, there is imitation wherein the child copies or imitates what the adult do. This is true when my nephew during his first two years, we let sang songs or kept repeating the number. Though he does not yet know as to what this numbers are or the letters are, it is being processed in his memory what the organization of letters and numbers should be and was able to recall them. During his preoperational stage, he wants attention and makes all things possible so that we can notice him on the things that he do. He wants to show everybody that he too can do things that adults can do.
ReplyDelete2. Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. Cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition, he believed strongly that community plays a central role in the process of "making meaning.
Both these theories help us to determine the cognitive capabilities of our students to understand what cognitive capabilities were learned by students and what cognitive capabilities do the students needs.
Dhonna, Resie, KC, Herbert, and Fe have no answers in this blog!
ReplyDeleteDoc raqui, my internet connection is unstable for several days already and medyo anticipating n kmi sa baby blessing nmin kasi anytime pede n lumabas kya panic mode minsan.. censya na po!! but i will try to finish my four comments on blogs with in this day po sana.. if you allow po??
Delete1. I observe the 4 yo kid of my cousin who is living with us and based on Piaget’s stages of cognitive development. She is 5 yo and she has this illogical operations, symbolic representations, ego centric and self centered. Self centered and illogical because she tells that my son is not my son but she is my daughter. Symbolic because she sees me as her mother when her true mother is away and I am the one taking care of her. I bathe her, guide her in brushing teeth, feed her and she always goes with me to the mall, grocery and even to the bank and school of my son. But I am happy because with her, I felt I have a daughter.
ReplyDelete2. I agree with Piaget because he described the cognitive development of the child from 0 to adult, Sensorimotor, Preoperations, Concrete Operations and Formal Operations. I agree also with Vgotsky when he said about the zone of proximal development in which a child has trouble solving problem alone but can succeed with help from someone more knowledgeable. I agree with this because I have experienced handling adolescents and second courser like a doctor, medtech, physical therapist, accounting and a lot of graduate and older than me. It is easier to teach the adolescents or aged or the young ones compared to adult.
I have neigbhor kid named jon jon and if using piagets theory he probably at concrete operational stage by the way is 8years old, cognitively everytime we chat he often time answers as what a child does but when i tried to talk to him regarding on things which only adults knows the just stare at me and ask say "iba na lang" and sort of confuse in a way. It just state at this stage the thought are concrete to them what ever they know are what they know when you introduce new things you have to be stick to what the can think about, further thoughts whould be hard to until they are clear to them.
ReplyDelete