Two main
theorists
1.
Jean Piaget (1896-1980)
2. Lev Vygotsky (1896-1934)
From
a cognitive learning theory perspective:
- Learning involves the transformation of information in the environment into knowledge that is stored in the mind.
- Learning
occurs when new knowledge is acquired or existing knowledge is modified by
experience
Cognitive development by Jean
Piaget
} How humans go
about making sense of their world by gathering and organizing information.
} The study of how
people perceive, learn, remember, and think.
} According to
Piaget’s, our thinking process change radically, through slowly from birth to
maturity.
According to Piaget Intellectual
growth involves three fundamental processes:
o
Assimilation: The
incorporation of new experiences into existing structures and try to understand
something new by fitting into what we already know
o
Accommodation:
The changing of an old structures so that new experiences can be
processed.
o
Equilibration:
Equilibration involves the person striking a balance between himself and
the environment, between assimilation and accommodation.
o
When a child experiences a new event, disequilibrium
sets in until he is able to assimilate and accommodate the new information and
thus attain equilibrium.
Information processing
theory by Jean Piaget
ü Memory directed
techniques like rehearsal and mnemonic device helps to produce accurate storage
and retrieval of information
ü Comprehensive
directed tactics like note taking and self-questioning helps in understanding
the meaning of ideas and their inter relationship.
Vygotsky’s theory of cognitive development
Vygotsky
believed children’s thinking is affected by their knowledge of the social
community
(which is learnt from either technical or psychological cultural tools). He also suggested that
language is the most important tool for gaining this social knowledge
(which is learnt from either technical or psychological cultural tools). He also suggested that
language is the most important tool for gaining this social knowledge
He described something known as the zone of proximal development (ZPD), which is a key
There are two levels of attainment for the ZPD:
Level 1 – the
‘present level of development’. This describes what the child is capable of
doing without any help from others.
Level 2 – the
‘potential level of development’. This means what the child could potentially
be capable of with help from other people or ‘teachers’.
Meaning
} ZPD: skills too difficult for a child to
master on his/her own, but that can be done with guidance and encouragement from
a knowledgeable person.
} Scaffolding: the support an adult provides for a
child to master a new learning
Reference
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