2 Constructivism

CONSTRUCTIVISM MKO could also be peers, a eventually developed a four-stage
Constructivism is a learning younger person, or even model of how the mind processes
theory found in psychology which computers. new information encountered. He
explains how people might THE ZONE OF PROXIMAL posited that children progress
acquire knowledge and learn. The DEVELOPMENT (ZPD): The ZPD is through 4 stages and that they all
theory suggests that humans the distance between a student’s do so in the same order. These four
construct knowledge and meaning ability to perform a task under stages are:
from their experiences. Piaget's adult guidance and/or with peer SENSORIMOTOR STAGE (BIRTH
theory of Constructivist learning collaboration and the student’s TO 2 YEARS OLD): The infant
ability solving the problem builds an understanding of himself
has had wide ranging impact on
independently. According to or herself and reality (and how
learning theories and teaching things work) through interactions
Vygotsky, learning occurred in
methods. with the environment. It is able to
this zone.
***SOCIAL DEVELOPMENT differentiate between itself and
Vygotsky focused on the
THEORY (VYGOTSKY): Social other objects. Learning takes place
connections between people and
Development Theory argues that the sociocultural context in which via assimilation (the organization
social interaction precedes they act and interact in shared of information and absorbing it
development; consciousness and experiences. According to into existing schema) and
cognition are the end product of Vygotsky, humans use tools that accommodation (when an object
socialization and social behavior. develop from a culture, such as cannot be assimilated and the
KEY CONCEPTS: Vygotsky’s Social speech and writing, to mediate schemata have to be modified to
Development Theory is the work their social environments. Initially include the object.
of Russian psychologist Lev children develop these tools to PREOPERATIONAL STAGE (AGES
Vygotsky (1896-1934). serve solely as social functions, 2 TO 4): The child is not yet able to
Vygotsky’s work was largely ways to communicate needs. conceptualize abstractly and needs
unknown to the West until it was Vygotsky believed that the concrete physical situations.
published in 1962. Vygotsky’s internalization of these tools led to Objects are classified in simple
theory is one of the foundations higher thinking skills. ways, especially by important
APPLICATIONS OF THE VYGOTSKY’S features.
of constructivism. It asserts three SOCIAL DEVELOPMENT THEORY: CONCRETE OPERATIONS (AGES 7
major themes regarding social Many schools have traditionally TO 11): As physical experience
interaction, the more held a transmissions or accumulates, accommodation is
knowledgeable other, and the zone instructions model in which a increased. The child begins to
of proximal development. teacher or lecturer ‘transmits’ think abstractly and
SOCIAL INTERACTION: Social information to students. In conceptualize, creating logical
interaction plays a fundamental contrast, Vygotsky’s theory structures that explain his or her
role in the process of cognitive promotes learning contexts in physical experiences.
development. In contrast to Jean which students play an active role FORMAL OPERATIONS (BEGINNING
Piaget’s understanding of child in learning. Roles of the teacher AT AGES 11 TO 15): Cognition
development (in which and student are therefore shifted, reaches its final form. By this
development necessarily precedes as a teacher should collaborate stage, the person no longer
learning),Vygotsky felt social with his or her students in order to requires concrete objects to make
learning precedes development. help facilitate meaning rational judgements. He or she is
construction in students. Learning capable of deductive and
He states: “Every function in the
therefore becomes a reciprocal hypothetical reasoning. His or her
child’s cultural development
experience for the students and ability for abstract thinking is very
appears twice: first, on the social
teacher. similar to an adult.
level, and later, on the individual
***STAGE THEORY OF
level; first, between people
COGNITIVE DEVELOPMENT
(interpsychological) and then (PIAGET): Piaget’s Stage Theory
inside the child of Cognitive Development is a
(intrapsychological)”. description of cognitive
THE MORE KNOWLEDGEABLE development as four distinct
OTHER (MKO): The MKO refers to stages in children: sensorimotor,
anyone who has a better preoperational, concrete, and
understanding or a higher ability formal.
level than the learner, with respect KEY CONCEPTS: Swiss biologist
to a particular task, process, or and psychologist Jean Piaget
concept. The MKO is normally (1896-1980) observed his children
thought of as being a teacher, (and their process of making sense
coach, or older adult, but the of the world around them) and

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CONSTRUCTIVISM MKO could also be peers, a eventually developed a four-stage

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