CoP 3 - Research - Theory - Piaget

Research into Piaget, who was the pioneer of Constructivism to see how modernist approaches have moved on or stuck to his ideas and approaches to teaching. Looking at the similarities and differences in different teaching theories. 

Piaget J. (1972) The Psychology of the Child, New York: Basic Books

https://www.saylor.org/site/wp-content/uploads/2011/07/psych406-5.3.2.pdf

From his observation of children, Piaget understood that children were creating ideas. They were not limited to receiving knowledge from parents or teachers; they actively constructed their own knowledge. Piaget's work provides the foundation on which constructionist theories are based. Constructionists believe that knowledge is constructed and learning occurs when children create products or artifacts. They assert that learners are more likely to be engaged in learning when these artifacts are personally relevant and meaningful.

Piaget identified four major stages: sensorimotor, preoperational, concrete operational and formal operational.

The teacher's role is to facilitate learning by providing a variety of experiences. "Discovery learning" provides opportunities for learners to explore and experiment, thereby encouraging new understandings.

Piaget and Vigotsky - Similarities and Differences

Similarities  

• Children learn increasingly complex information and skills as they get older
• Emphasis on both nature and nurture - Both recognise the role of heredity and maturation of the brain and body=nature. Piaget recognises how children meet the demands of their environment
• Children's cognitive abilities develop in a sequence and particular abilities develop at certain stages

Differences

• Piaget said that cognitive development is driven by a child's inbuilt tendency to adapt to new experiences whereas Vygotsky said that cognitive development is driven by social interaction
• Piaget stated children learn through active self-discovery; Vygotsky said children learn through instruction and guidance
• Piaget believed cognitive development is the same universally whereas Vygotsky said that it differs across cultures and time
• Piaget believed children will only learn when they are ready, whereas Vygotsky believed that development could be accelerated to an extend, with correct scaffolding and within the ZPD
• Piaget believed that language is a result of cognitive developement; Vygotsky said that language is key to cognitive development

Children, according to Piaget, give meaning to places, people, and objects and this helps them explain themselves without adults dictating to them.

Piaget’s stages of child development begin with the sensorimotor stage that is from birth to 18 months. At this stage in an infant’s life they rely on senses and physical activities to learn about the world around them. The children need to be able to explore objects in their environment by touching, pulling, pushing, and exploring with their mouths without being in danger of getting injured. 

Montessori and Piaget

https://www.bartleby.com/essay/Montessori-vs-Piaget-P3NN743TC

They both believe that children learn from activity, however in a Montessori classroom the children choose their own activities. In a Piagetian classroom they are instructed by a teacher to do an activity and finish it within a certain time frame.

Piaget would stress routine and the importance of a teacher-based instruction, whereas, Montessori felt the teacher was just there to merely observe, demonstrate, and facilitate learning. 

Montessori allowed children to decide what they work on and for how long, meanwhile, Piaget stressed the importance of beginning a task at a certain time and finishing it in a timely fashion that sticks to the daily routine.

In a Montessori classroom the teacher would plan out lessons but observe the class and make materials available to the students that would facilitate their learning. In a Piagetian classroom the teacher would observe the class and set a task that the class is physically and mentally ready for, however, if the task is difficult the more involved the teacher must be. 

Montessori and Piaget both put a great emphasis on the environment in which the child learns and both have theories on how this environment should look and be set up. If you were to read a class a book about farm animals both Montessori and Piaget agree that you should then take your class to a farm so they can see, smell, and touch these animals. 

Children do need playtime to learn to be independent and these theorist show an excellent way of fostering the growth and education of a child through play and exploration.