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This 4 page paper synopses a longer paper provided by the student. The topics include Piaget’s constructivist learning theory, key points from Vygotsky, Bandura, and Bruner. Topics include the zone of proximal development, scaffolding, working in small groups and student motivation. Bibliography lists 8 sources.
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4 pages (~225 words per page)
File: ME12_PG693790.rtf
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Unformatted sample text from the term paper:
with birth, the infant gains knowledge through human interaction. Knowledge continues to develop as the infant grows and interacts with objects in the environment. Piaget proposed specific processes for
cognitive growth. Assimilation is the mechanism used to incorporate new knowledge and new experiences into ones existing cognitive structures (Woolfolk, 2004). Accommodation is the act of changing ones existing cognitive
structures to accept the new knowledge and/or the new experience (Woolfolk, 2004). Individuals must use one of these mechanisms to expand their own cognitive abilities. Using these processes, people construct
their own knowledge. Piagets constructivist theories may also be viewed as social learning. Two of the major social learning theorists were Bandura (1977) and Vygotsky (1962) who argued
that learning always takes place in a social environment. Human interaction as described by Piaget would be considered a social environment. Bandura (1977) asserted that children learn by observing others
and then, they imitate what they have observed. The greatest degree of learning happens when children observe people they like or look up to. The one observed becomes a model
of behavior for the children. The model could be an older student, a teacher, a parent, or anyone else. Very often, the model is unaware of being observed or that
a child is trying to emulate them. They are unconsciously teaching the child. This is one of the reasons teachers and parents need to be aware of their own behaviors,
including verbal behaviors. One of Vygotskys major contributions to the field of teaching and learning is his theory of the zone of proximal development (ZPD). Vygotsky (1962) proposed when
a child was unable to complete a task on their own but they could complete it successfully with help from the teacher, that child was in the zone of proximal
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