The implementations of Piaget and Vygotsky theories in the classrooms
Piaget and Vygotsky theories are the key theories of EYFS (Early Years Foundation Stage), Piaget believed that the way a child develops was down to nature, while Vygotsky based most of his work on, thought, language and psychology and believed that development mostly came from guidance from adults, language and the environment.
Piaget theory impacts learning when teachers plan a developmentally appropriate curriculum that enhances their students’ logical and conceptual growth. The instruction must emphasize the critical role that experiences–or interactions with the surrounding environment–play in student learning. For example, instructors have to take into account the role that objects and materials play in establishing cognitive structures.
Vygotsky’s concept of the zone of proximal development is based on the idea that development is defined both by what a child can do independently and by what the child can do when assisted by an adult or more competent peer.
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Knowing both levels of Vygotsky’s zone is useful for teachers, for these levels indicate where the child is at a given moment as well as where the child is going. The zone of proximal development has several implications for teaching in the classroom.
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According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others.
For further readings, please visit:
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http://wps.ablongman.com/ab_slavin_edpsych_8/38/9951/2547689.cw/content/
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