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Interactions with other people promote development.  Piaget and Vygotsky suggested that social interaction is critical for cognitive development.  There is much to be gained through social interaction.  Exposure to other perspectives can aid cognitive development by widening the scope of understanding.  There is more than one way of doing any task, and there is more than one opinion on any topic.  So, by socializing, cognitive development is enhanced through considering other viewpoints.  Vygotsky furthered this idea by including internalization as being reaped from social interaction.  We are all undergoing this process at school.  We are being taught how to do certain tasks, then repeating those directions until we are hearing our own

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Challenging tasks promote development.  Vygotsky termed the ability of children to do more difficult tasks with the help of adults, the “zone of proximal development” (ZPD).  There are multiple facets to this belief.  In this theory, the student does not feel alone against a challenging task.  Interpersonal skills are being honed by working with an adult.  Another benefit to the student is that an activity is being modeled for them; however, they are part of that modeling, thus increasing their confidence.  I love the idea of challenging students!  Not only will the teacher be able to witness the abilities of the students, but this is when true teaching occurs!  Give the students a seemingly impossible task, and then guide them through the process of completing that task, offering various avenues for the students to accomplish the task

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Observations of the physical environment – and ideally, frequent interactions with it -- promote development.  Piaget is in line with Gardner on this belief.  People learn in different ways, so visual learning is definitely pertinent.  However, I think that Piaget uses the physical environment to support or compliment learning.  For example, when reading a play in school (sure, why not Shakespeare?!), often the stage directions do not give an accurate picture of the action compared to seeing the play.  The physical environment expands the understanding of the philosophy behind the literature.  Also, more importantly, the personal inflections offered by the actors shed invaluable insight into the thought process of the characters, which also deepens understanding.

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Development builds on prior acquisitions.  I believe that this is an essential concept to any form of teaching.  A student must understand the basic concepts of something before being able to apply it to a specific instance.  For example, a student learns how to identify character traits from written text in a novel.  From there, the understanding can deepen by looking for traits in a character from a different type of reading.  From there, the student can use the character traits to determine why the character feels or acts the way he or she does.  Also, the initial understanding of character traits can aid the student in foreshadowing how the character may react in certain situations, which enhances their ability to predict.

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Children have a natural tendency to organize their experiences.  Piaget proposed that children use schemes to organize “groups of similar actions or thoughts that are used repeatedly in response to the environment.”  This tendency is instrumental in learning.  Teachers can use this ability to organize the learning process.  By introducing concepts to students that are related, the teacher allows the students’ natural abilities to categorize the information, and make it more understandable.  When the concepts are revisited, this knowledge becomes cemented.  Further, the students can use this ability to acquire new information based on examining the characteristics of a concept and organizing it into their existing catalog of experiences.