The stages of development according to Piaget were, maturation and adaptation these being the natural biological maturity over which environment has no control and a child adapting its behaviours/actions to its own environment. Adaption only occurs because of assimilation, accommodation and equilibrium. Assimilation is the knowledge used to confront problems needed to be solved, accommodation is the process of changing what we already know to work in order to sole new tasks effectively. Equilibrium is the state of feeling steady and in control. Equilibrium comes from modifying our cognitive structures when in a state of disequilibrium to create equilibrium. Schemas are ways in which our knowledge is stored. They are like computer files in our brain. They are abstract folders that store everything we know. As a child learns, that information is held in one of these folders and that knowledge is used when needed in new situations. These folders are constantly being updated with new information or new knowledge learned.
‘Piaget considered the interaction between the child and their environment to be the main factor in influencing cognitive development (the development of learning through thinking and problem solving), and this active involvement in their own learning is described by Piaget as series of schemas (principles).’ (green 2002)
Paiget outlined four stages of development, the Sensori-motor period, the pre-operational preiod, the concrete-opational period and the formal-operatioanl period. In the first two stages piaget noted that children can only consider things form their own point of view and cannot see that others may hold different view. This could explain how young children do not accept another’s point of view and are unable to sort out arguments between peers. The stages control development which in turn control learning.
Les Vygotsky (1869 – 1935) had similar theories to Piaget. He also saw an adult role as important in children’s learning. His theories accepted that a child learns actively by using the information in the environment but looks towards a more social setting for learning.
Vygotsky believed that
‘The same biological or environmentao factors may have very different effects, depending on the people among whom a child grows up’ (Oates, 1996)
He believed strongly that language had an important part to play in a childs learning, and that interaction between a child and others in their community was hugely beneficial to a child’s language development. He developed the theory known as the zone of proximal development (ZPD). This is the time between learning or the next level in development, he stated the next level was only obtainable by a child’s interaction with an adult. This theory emphasises the importance of a teacher in a child’s learning. His theory recognised that adults in a child’s environment have an important part to play in the child’s learning.
A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.
(accessed 23/05/05)
The major difference between Paiget and Vygotsky were, Piagets believed a child would learn through their environment quite independently whereas Vygotsky put huge emphasis in the social setting aiding the learning process. In my experience children do learn from social experiences and a child will questions constantly, for example ‘what is that?’ ‘What are you doing?’ By adults interaction and answering questions the child is learning.
Howard Gardner
Usually cognitive theorists believed intelligence was a single entity and children were a blank slate that could be trained to learn anything. Gardner born 1943, believed intelligence is made up of multiple intelligences. His theory states humans have a unique blend of intelligences that cannot be measured by IQ tests. He challenged Piagets development stages. Unlike Piaget, Gardner saw that at any one time a child may be at very different stages. Gardner formulated a list of seven intelligences. The first two particularly valued in schools. The following three usually associated with the arts and the last two personal intelligences.
- Linguistic
- Logical – mathematical
- Musical
- Kinesthetic
- Spacial intelligence
- Interpersonal intelligence
- Intrapersonal intelligence
Chomsky
Chomsky believed humans have an inate facility for language, that humans are pre-progammed to develop language. This theory was originally described as LAD (language acquisition Device)
His theories follow, language is uniquely human, we have a desire to express ourselves. Language is a natural inate maturation which could only be stopped due to disability such as hearing impairment or a vocal disability.
