Blog post #1- Theories of Piaget and Vygotsky

After studying Piaget and Vygotsky’s theories for most of last semester it was a bit tricky to come up with three things I learned.  It was through the lecture that some new learning happened.  The first thing was that our current Education system is based on Piaget’s theories of stages of learning. The grade levels in our system correspond, not exactly of course, to Piaget’s theory of what they are capable of at certain ages. For example, we don’t teach Algebra to most 6-year olds who are in grade one because they aren’t yet capable of the level of abstract thinking required to perform algebraic tasks. This brings me to my second learning from the chapter, we must be very careful as educators and parents not to be to rigid in our application for the stages and ages.  Children in any of Piaget’s stages maybe exactly where the stage expects or they maybe below or higher in their abilities.  The only new learning I had from this chapter was about neural pathways being pruned away at certain stages of development.

The first connection I made was to the neural pathway pruning.  I connected this to English as an Acquired Language learners(EAL).  It seems to connect, why young children seem to have an easier time of learning additional languages and for some adults and teens it is more difficult.  The language acquisition neural pathways in young children are still strong from learning their first language and have not been “pruned” away in the case of some adults.  The second connection I made was that Piaget and Vygotsky’s theories are often used together, such as in our classrooms.  Many classroom teachers incorporate Vygotsky’s social theories into their teaching and student learning through classroom arrangement and allowing children to collaborate on their work and projects together.

My question from this chapter is why is there not more updated research on both Piaget and Vygotsky’s theories or if there is why is the more current research being taught.

 

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