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Essay / Research Paper Abstract
8 pages in length. As individual as each and every child is with regard to unique talents, traits and abilities, the manner by which any given child is imparted with knowledge must take into consideration these unique facets of individuality. The extent to which teaching encompasses a vast array of educational theories to help develop appropriate curriculum is both grand and far-reaching; that Gardner's multiple intelligences, Vygotsky's social cognition and constructivism reflect three particularly viable approaches speaks to the need for a grand variance when it comes to the way children are taught. Bibliography lists 10 sources.
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8 pages (~225 words per page)
File: LM1_TLCLrnThr.rtf
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these unique facets of individuality. The extent to which teaching encompasses a vast array of educational theories to help develop appropriate curriculum is both grand and far-reaching; that Gardners
multiple intelligences, Vygotskys social cognition and constructivism reflect three particularly viable approaches speaks to the need for a grand variance when it comes to the way children are taught.
Lev Vygotsky understood how the human mental condition is part of a complex connection between the environment and biology, pointing to a direct link
between brain chemistry and structure that ultimately dictates behavior and the function of developmental stages. Cognition refers to the process of knowing, which applies to a combination of judgment
and awareness; indeed, this aspect is most definitely associated with ecological concern, inasmuch as cognitive learning distinctly addresses the spatial and temporal elements of human existence. Vygotsky social cognition
theory is geared toward stages of an individuals development, inasmuch as children are capable of learning certain things at certain times throughout their ongoing development. Calling this distinction between
learning levels the zone of proximal development (Dettmer, 2006), Vygotsky illustrated how teachers need to focus upon these specific zones when creating lesson plans (Lan et al, 1995); if the
instructor tries to teach a child a particular lesson when he or she has not yet reached that level of learning, the objective will not be reached.
The fundamental basis of Vygotskys theory is that people experience specific stages of understanding, which each stage represented by age-related limitations and specific ways of thinking.
Karmiloff-Smith (1994) notes how "emphasis is placed throughout on the status of representations underlying different capacities and on the multiple levels at which knowledge is stored and accessible" (p.
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