The Theory Of Teaching Language Arts

Vygotsky is a Russian psychologist. Vygotsky is a theorist also he has a different outlook on cognitive development, which he agrees with Piaget about the transition happen from adolescence to adulthood. It gives Vygotsky opinion. Another theorist is Kohlberg theory and outlook on cognitive development is a skill theory which tools are provided for developmental. Kohlerg theory of cognitive development has skill structure which is call levels, it describes what the level consists of. These three theorists share a common idea on cognitive development. Even know the three theorists share a common idea about cognitive development, but they also have a different perspective that affects the cognitive development. It will describe the stages of cognitive development. Piaget is known as one of the most popular theorist he is famous for cognitive development. Piaget was a theorist who study for cognitive development. Piaget develops four stages of growth dealing with cognitive development. Piaget develops the ground work of cognitive development. Cognitive development has four stages and it is known as the formal stage. It will introduce the main elements that will occur in the adolescence and in early adulthood. It will describe three elements that have or will occur in the formal stage.

Vygotsky’s theory can be applied in a daycare setting to foster cognitive development. When guiding children, the adult-child dialogue, scaffolding, and the zone of proximal development are important for their cognitive development. Vygotsky believed that cognitive development required social interaction to develop fully (Manheimer, 2015). The need for language and communication is especially important in a daycare setting. Children are encouraged to participate in social interactions when being in a daycare around many other children and other adults. Vygotsky

Vygotsky’s theory of cognitive development centered on the ideas that social interaction and imaginative play are large contributors to the process of cognitive development in children. He believed that the social interactions that children engaged in helped them to both discover and create meaning from the things that they discover. He specifically believed that some of the most important learning a child could experience is in the social interactions they had with a skilled tutor that is often an adult. The child will observe the behaviors of the tutor as well as follow the verbal instructions the tutor provides. The child will then follow what they observe in their tutor. The child tries to understand what they observe and the instructions they receive by copying and internalizing, while

However, in a classroom setting, the teacher is responsible for structuring interactions and developing instruction in small steps based on tasks the learner is already capable of performing independently. The teacher is also charged with providing support until the learner can move through all tasks independently. In order, for teachers, to guide learners through the tasks associated with learning a concept, they must understand Vygotsky’s perspective, that explain how cognitive tasks fit into the child’s cultural activities (Woolfolk, 2014).

171).” This, in other words, is when a child cannot completely perform a task independently but can do it with a bit of assistance from a more competent figure. This zone of proximal development is something I experience with Blair. At two years old she has got to pick out her tooth and hairbrush, but she still needs a bit of help with both operations. Another idea that Vygotsky believed in was the method of scaffolding. This is known as the support for learning and problem solving that encourages independence and growth (Feldman 2012). For example, sometimes Blair has a tough time communicating using her words. I often encourage conversation by asking questions that instigate more of a response from Blair. This helps her grow in her communication and is good practice for her. Cognitive development was viewed by Vygotsky as the product of social interactions. He focused on the social aspects of development and learning instead of concentrating on individual performance.

Jean Piaget's theory of cognitive development and lev Vygotsky's sociocultural theory delve into the utmost specificity of a child's cognitive development. Each theorist developed knowledgeable understanding as to how children learn cognitively. Piaget observed how children would solve problems and believed cognitive development was influenced by social transmission.

4. I relate most with cognitive theories of development. Piaget provides the foundation by explaining the distinct stages of development. His insights allow teachers and parents to have a basis of what children are capable of during each stage. If the child drastically strays from these stages, it allows the caring adults to take action to help the child to reach the appropriate stage. With an understanding of these stages, the theories of Vygotsky can then be successfully utilized. Vygotsky stresses that with the

Vygotsky theory also stated that social interaction and culture play a big role on cognitive development. According to Santrock (2014), Vygotsky's believes that an important part of development is learning to use the inventions of society, like language and culture (p. 24 ). Vygosky says that the interaction that children have are what makes them successful in their culture. His theory centers around the fact that what you are exposed to in your culture and the interactions you have socially are what shape your development, that is why there are children all over the world with different skills and abilities. (Jaramillo 1996

Cognitive Development is discussed in our lesson plan through Vygotsky’s theory. Vygotsky’s theory stresses the importance of social

Children should be able to engage in interaction with another being and engage in conversation. The involes the Pragmatic component of language which to engage successfully requires children to take turns in talking, stay on topic and also state their meaning clearly (Berk 2013). Vygotsky's social interaction theory incorporates nurture arguments in that children can be influenced by their environment as well as the language input children receive from their

Vygotsky, a contemporary of Piaget, argued that social interaction is crucial for cognitive development. According to Vygotsky the child's learning always occurs in a social context in cooperation with someone more skillful (MKO). This social interaction provides language opportunities and language is the foundation of

This activity incorporates Banduras theory because if they see other children discussing within their pairs they will copy this behaviour also. Likewise, if others in the classroom are working silently when reading the text, then they are likely to do so. (Learning-T, 2015) In relation to Skinners positive reinforcement theory, Bandura’s theory can encourage children to help their partners work well like they are, so that they are positively reinforced too. Vygotsky’s learning theory supports the idea that learning occurs through, not only independent work but being in a socially active environment. However. Vygotsky also believed social learning can occur even when individuals are alone. Vygotsky’s theory fits into this activity because social interaction occurs when discussing answers to the questions. This is shared learning which helps the individuals academically develop. Vygotsky made connections between speech and thinking. (Smagorinsky,

In this theory, Vygotsky suggests the idea of scaffolding from external influences, including parents and teachers. To scaffold is “to use language and social interaction to guide children’s thinking” (Trawick-Smith, 2010, p.53). The key to do this properly, is to know how much or how little guidance to give the children.

Lev Semionovich Vygotsky was a Russian psychologist and constructivist learning theorist who was known for arguing against the theories of psychologist Jean Piaget. Piaget believed that in order for any learning to occur there had to development within the individual first, but Vygotsky argued the contrary. He argued that in order for development to occur, the individual would first have to have learning take place through instruction and example in a given appropriate environment. Vygotsky’s theory on cognitive development is centralized on two key ideas known as scaffolding and the zone of proximal development which will be explored in this essay and how they contribute to the classroom.

His thinking was influenced by Piaget, and Vygotsky actively tried to initiate a dialogue with Piaget about certain points of disagreements” (Broderick & Blewitt, 2009, p.101). Vygotsky believed a child’s cognitive development was gained through the interaction of one’s culture, as well as language, which is what prompted his theoretical perception development known as Vygotsky’s Sociocultural Theory. “Vygotsky’s promising life was cut short in 1934, when he succumbed to an attack of tuberculosis. In Vygotsky, we have another example of a truly great mind whose ideas have inspired the work of many students of cognitive development” (Broderick & Blewitt, 2009, p.101).