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Essay / Research Paper Abstract
A 4 page paper the reports the key elements of Piaget’s and Vygotsky’s theories. Those theories are related to children with disabilities. Bibliography lists 4 sources.
Page Count:
4 pages (~225 words per page)
File: ME12_PG697456.doc
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Unformatted sample text from the term paper:
stage (ages 2-7); Concrete Operations (ages 7-11); and Formal Operations (ages 11-15). Piaget believed these stages were sequential, they occurred in this sequence, and invariant, all humans progressed through these
very same cognitive developmental stages (Klein & Safford, 1977). Lev Vygotsky was one of the early social learning theorists. Piaget also believed that social interaction was necessary for learning but
interaction was the key in Vygotskys theory. Vygotsky proposed that cognitive development can only be understood through the interpenetration of social factors, which would include interpersonal factors, the individuals culture,
and the childs history. He said that social interaction occurs through dialogs with others in the same culture. The dialogs teach people the cultural values that are inherent in that
environment. Eventually, an individual will move on to their own individualized thinking. Knowledge, however, is always co-constructed by the learner and whomever he is interacting with. Language development is
one of the keys in Vygotskys theories of cognitive development. How a child thinks plays a critical role in their language development. Vygotsky worked in the defectology field in Russia
and wrote a book on it. It is a label that is very negative but his research is similar to contemporary research in educational psychology and special education. It was
a term applied to the education of handicapped children who had neurological, sensory, cognitive, and/or physical handicaps (Gindis, 1995). Many of this theories emerged from this work. He believed that
normal and abnormal behavior were both part of human development (Gindis, 1995). Vygotsky offered a different view of defects (handicaps/disabilities) at that time. Behaviors or defects are not perceived
as abnormal until they happen in a social context. Further, different disabilities are perceived as psychologically different in different environments (Gindis, 1995). In Piagets stages, object permanence is gained
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