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Piaget was fascinated with the complexity behind the origins of where the idea of thinking came from. Genetic Epistemology, as he called it, focused on the structural framework for the thinking of the human mind. Piaget's focus was tailored around the idea of children's cognition and the immense dichotomy between the processes of children's thinking and adult thinking. Rather than focusing on IQ for a standard of intelligence or competence, Piaget's work centered around concepts such as time, causality, quantity, numbers, etc. As children matured and became slightly older, their experiences coupled with their biological changes restructured their cognition or thinking.

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1. Sensorimotor: birth-2 years of age

2. Preoperational: 2-7 years old

3. Concrete Operational 7-11 years of age

4. Fully Operational 11- adolescence and adulthood

It is crucial to understand that according to Piaget's theory children should not be taught certain concepts until they have reached the appropriate stage of cognitive development.

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Schemas serve as the fundamental building blocks of a child's cognitive development, they are linked mental representations of the world and the environment that immediately surrounds us. Schemas are tied to innate behaviors that are genetically programmed into young children ie. sucking a thumb for comfort, and the brain files many of these that become increasingly complex with age and experiences.

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How does this tie to Education and the classroom experience?

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How does this tie to Education and the classroom experience?

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According to Cognitive Development Theory learning should be student-centered pedagogy, where pupils take an active role in their learning, and the teacher plays the role of a facilitator rather than someone who simply instructs and drives the learning themselves.

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Parallel to the educational concept of scaffolding, ZPD is the area between what a student has mastered and the what they cannot do on their own. In collaboration with others or with assistance from their teacher, the student takes small steps to bridge the two areas and complete what they were previously unable to do.

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1. Gaining and Maintaining the student/learner's interest in the task they are performing.

2. Making the task simple enough to follow-step-by-step.

3. Emphasizing certain aspects that will help with the solution.

4. Assisting in controlling the learner's level of frustration.

5. Demonstrate and patiently guide through the task.

These are steps that we take every single day with our students in the classroom!

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Vygotskian Perspective-How to properly Scaffold for our students and the role of the teacher:

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Vygotskian Perspective-How to properly Scaffold for our students and the role of the teacher:

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According to Vygotsky the teacher's role is mediating the child's learning activity as they
share knowledge through social interaction with other student peers.

Educational Scaffolding can appear as follows:

1. Begin by assessing the learner's current knowledge and experience for the content area.

2. Make it relatable and connect to skills and things they already do or understand.

3. Break the task down into smaller-easier to follow steps and provide adequate feedback to the learner as necessary.

4. Utilize verbal cues and prompts to guide your students.

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The Zone of Proximal Development lends itself to the practice of utilizing students that are more advanced in their learning to assist those that need additional help to head in the right direction and operate within their ZDP.

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Learning effectively takes place on a social level in collaborative settings. This is usually seen in interactions where levels of knowledge are asymmetrical. Nonetheless, the more knowledgeable person brings their unique contribution to the interaction, as does the lesser knowledgeable-typically the student.

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Learning facilitates internal developmental processes that can only be achieved when the learner is involved in social interactions between them, there peers, and the surrounding environment.

Learning leads to cognitive development, but is not the standalone objective.

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Key Differences between Vygotsky and Piaget on Children's Cognitive Development

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Key Differences between Vygotsky and Piaget on Children's Cognitive Development

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Views on Cognitive Development:

Piaget-Cognitive Development takes place in stages for all children and are tied to age.

Vygotsky-Cognitive Development is continuous and is directly tied to the child's social context ie environment and socialization.

Views on Social Interaction:

Piaget-Little to no use because children can learn on their own independently.

Vygotsky-Core tennet, social interaction is the means by which learning and cognitive development is achieved in children.

Use of Scaffolding or similar learning strategies/Zone of Proximal Development in students:

Piaget- does not weave this element in his cognitive theories.

Vygotsky-believes learning is best in the ZPD when learners have step-by-step guidance that is later removed when mastery happens.

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Differences between Sociocultural Theory and Constructivism

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Differences between Sociocultural Theory and Constructivism

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According to Sociocultural theory, learning is both socially and culturally bound. However, Constructivism holds that development is more so shaped by social contexts and language is instrumental in achieving its aims.

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Instruction in the Sociocultural context

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Instruction in the Sociocultural context

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Learning is believed to take place through, interaction, negotiation, and collaboration. The primary goal of this type of instruction by teachers is to gear students towards specific areas of discipline by way of the activities, tools, and practices that are common to that discipline ie. mathematics, social sciences, or physical sciences.