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Essay / Research Paper Abstract
This 6 page paper begins by providing a brief synopsis of Piaget's major points, including the age range for each stage. The basic tenets of Vygotsky's learning theory are then presented along with his criticism of Piaget. A third article is referenced, which explains the two theories and notes their similarities and differences. Finally, the writer offers an ideal practical educational policy in terms of Vygotsky and Piaget. Bibliography lists 4 sources.
Page Count:
6 pages (~225 words per page)
File: MM12_PGpiag.rtf
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Unformatted sample text from the term paper:
an interactionist and a constructivist, which means his theory can fit into both classifications (Ginn). Piaget offered the world stages of cognitive development to explain how children learn and develop
(Ginn).Those stages are: sensorimotor (birth to age 2 years); preoperational (ages 2 to 7 years); concrete operational (ages to 11 years); and formal operational, which is abstract thinking (ages
11 years and up) (Ginn). There are major cognitive tasks the child must accomplish in each stage, for example, the mental structures in the sensorimotor stage are related to mastering
concrete objects while mastering symbols is done during the preoperational stage (Ginn). Mastering relations, reasoning, relations and classes happens during the concrete stage and mastering thought occurs during the formal
operational stage (Ginn). Piaget believed these stages were sequential and invariant, which means that every person must accomplish each stage in sequence, you cannot skip from preoperational to formal operational,
for instance (Ginn). Piaget did allow for some flexibility in the age ranges for each stage but there is no flexibility in the order of stages (Ginn). The stages are
distinct from each other (Ginn). Piaget also said that learning happens through observation and interaction (Ginn). Knowledge is not simply given to the child, the child must construct and reconstruct
knowledge to learn (Ginn). So, the learner is active in his learning, he acts on objects to gain knowledge (Ginn). Again, however, one basic tenet of Piagets theory is that
the child must achieve a degree of maturation in order to have the prerequisites for learning specific things (Ginn). Piaget also noted three fundamental processes that were involved in intellectual
growth, assimilation, accommodation, and equilibration (Ginn, 2004). Assimilation has to do with the ability to incorporate new information, experience and events into ones existing cognitive structures; accommodation has to do
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