https://padlet.com/ksmckay1/b4qftikub8egu7qg Week 2 en-us 2021-09-06 15:42:38 UTC 2025-10-01 03:01:18 UTC hello@padlet.com ksmckay1 https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719631176 2021-09-06 15:46:57 UTC https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719631176 ksmckay1 https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719652890 Piaget's theory addresses children in four age blocks of development: 
1) Birth to two years old.
2) Two to seven years old.
3) Seven to eleven years old.
4) Finally, eleven years old into adulthood.

Vygotsky's theory embraced children's development as continual, through their zone of proximal development, rather than in stages based on age.]]> 2021-09-06 15:59:56 UTC https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719652890 ksmckay1 https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719659778 Both theories are continuous. While Piaget assumes four distinct stages of development, the fourth stages continues into adulthood. Vygotsky explicitly states that development is ongoing and continuous.]]> 2021-09-06 16:04:21 UTC https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719659778 ksmckay1 https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719665359 Nurture is the simplest way to describe both theories.  While psychologists acknowledge the role of nature within child development, these theories embrace the nurture side. Both embrace the notion of constructivism, cognition is developed through mental construction.  Both believed that social forces within our society set the limits of development. Both theorists worked to explain child development universally, within the unique context of individual cultures and social norms.]]> 2021-09-06 16:08:00 UTC https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719665359 ksmckay1 https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719675856 Vygotsky explained individual's development within the context of their culture and cultural signs or symbols they grow up with.  These symbols stimulate development as they help people think, communicate and solve problems.  Piaget explains that a child's development and progression depend on their interaction with their environment. The interaction is the stimulus for development.]]> 2021-09-06 16:14:49 UTC https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719675856 ksmckay1 https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719704989 Piaget used qualitative research methods including observation and interviews.  He used terms like "building of schemes or cognitive structures," and "equilibration."  Vygotsky used a double-stimulation method placed learners in problem-solving situations that were above their natural capacities.  Using aids Vygotsky studied how learners successfully or unsuccessfully used various aids to problem solve.  Vygotsky described the "Zone of proximal development," later referred to as "teacher moment." A point at which the learner is at a state of readiness to learn a new concept.  ]]> 2021-09-06 16:35:28 UTC https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719704989 ksmckay1 https://padlet.com/ksmckay1/b4qftikub8egu7qg/wish/1719722184 It's important for a teacher to realize the social world has an impact on learning.  The entire social environment has an impact on cognitive development, inside the classroom and outside of it. The notion of scaffolding should be considered when teaching, while keeping in mind that support is provided by peers and adults. Within a diverse classroom of students, all teachers must build upon the students prior knowledge, while extending their range of knowledge. Careful consideration of these theories prompt the teacher to engage with learning within the social context of the classroom, while considering the progression of students development, and supporting students individual needs.     


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