Piaget, Vygotsky and Bruner methods.
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This document discusses theories related to how children learn foreign languages. It covers Piaget's view that children are active learners who construct their own knowledge through interacting with their environment. Vygotsky's socio-cultural theory emphasizes that learning and development occur through social interaction and instruction. Bruner's work showed that scaffolding and routines in the classroom can help children attend to relevant information, adopt useful strategies, and remember goals through modeling, focusing activities, praise, and reminders. The document stresses that understanding child development and applying these theories can help maximize foreign language learning.
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2. It was developed in the early 1900s as an alternative to the Grammar Translation Method. It focuses on oral communication and teaches grammar inductively.
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This document summarizes several theories of cognitive development, including those proposed by Jean Piaget, Jerome Bruner, and Lev Vygotsky. It outlines Piaget's theory that children progress through four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational. It also summarizes Bruner's three stages of cognitive development and Vygotsky's theory that social interaction aids cognitive development within a child's zone of proximal development.
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Lev Vygotsky was a Russian psychologist known for his sociocultural theory of cognitive development. He believed that cognitive development occurs through social interaction and language. According to Vygotsky, higher mental functions develop from lower mental functions and are mediated by tools and signs from a culture, including language, which allows internalization of cognitive processes. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently and what they can do with guidance and collaboration, highlighting the role of social learning.
Behaviorism
The document provides an overview of the behavioral (learning) approach. It discusses the major theories of learning put forth by behavioral psychologists, including classical conditioning proposed by Pavlov, operant conditioning by Thorndike and Skinner, and observational learning. It also outlines the key figures in the development of behaviorism from Watson to Bandura and Rotter. Finally, it discusses applications of behaviorism to education, including the use of reinforcement and punishment in the classroom.
Vygotsky vs piaget
This document compares the theories of Vygotsky and Piaget on child cognitive development. Vygotsky emphasized the social context of learning and believed that language acquisition shapes thought, while Piaget saw cognition as directing language development. Piaget outlined four stages of cognitive development from infancy to adulthood focused on adapting to the environment. In contrast, Vygotsky did not define strict stages and emphasized the zone of proximal development and language as a cultural tool. The theories have different implications for education, with Vygotsky seeing it as central to language learning and Piaget viewing it as refining an individual's language.
6 scaffolding strategies to use with your students
1. The document discusses six scaffolding strategies that teachers can use in the classroom: show and tell, tap into prior knowledge, give time to talk, pre-teach vocabulary, use visual aids, and pause, ask questions, pause, review.
2. Scaffolding involves breaking learning into chunks and providing support tools with each chunk, such as modeling, connecting to prior experience, think-pair-shares, pre-teaching vocabulary, and checking for understanding through questioning.
3. These strategies help students develop skills they cannot yet master independently by providing appropriate levels of support within their zone of proximal development.
Piaget and vygotsky
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
Social Learning Theory
1. Albert Bandura's social learning theory proposes that people can learn through observation alone, without changing their behavior, and that cognition plays a role in learning.
2. Bandura demonstrated in his Bobo doll experiments that children imitate aggressive behaviors they observe in others.
3. Social learning theory considers attention, retention, reproduction, and motivation as important components of observational learning.
Behaviourism
The document discusses the theory of behaviourism and some of its key proponents. Behaviourism argues that behaviour is the only objective thing that can be studied, not internal mental states. Some of the theorists discussed include Ivan Pavlov, Edward Thorndike, John B. Watson, and B.F. Skinner. Their work involved classical conditioning experiments with animals and humans to understand learning through stimulus-response associations and reinforcement.
Behaviorism
The document discusses behaviorism and its application to education. It defines behaviorism as the idea that behavior is acquired through conditioning using stimuli and responses that are reinforced. The two types of conditioning are classical and operant conditioning. Behaviorism influenced educational theorists like B.F. Skinner and John B. Watson. In classrooms, behaviorism is seen through objective-driven instruction, individual work, and use of reinforcement systems. Both benefits and limitations are noted in strictly applying behaviorist principles to learning.
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Similar to Piaget, Vygotsky and Bruner methods.
Cameron, Lynne.ppt chapter 1 children learning a foreign language
Children learn foreign languages differently than adults for several reasons. They are more enthusiastic, want to please teachers, and lack inhibitions. However, they also lose interest more quickly and are less able to self-motivate. According to Piaget, children are active learners who construct knowledge through their interactions with the environment. Vygotsky argued that language and social interaction are essential to children's cognitive development. Teachers can help children learn by scaffolding instruction through routines, modeling, and breaking tasks into steps. Starting foreign language education at a young age may help because children's brains are still developing the mechanisms for language acquisition.
Teaching across age levels
This document discusses learner variables and teaching strategies for children and adults learning English as a second language. It covers intellectual, sensory, and affective factors to consider for children, including the need for meaningful language, varied activities, and appealing to multiple intelligences. Teaching strategies like songs, rhymes, drama, and imagery are recommended. Guidance is provided on using activities, maintaining a supportive climate, and allowing mistakes. Differences between primary and secondary school contexts are also outlined.
Social culture theory
This presentation is developed by ADE Part-I Batch 2018-19 for subject Child Development on Socio Culture Theory Lev Vygotsky,
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This document discusses teaching language to young learners from a learning-centered perspective. It notes that young learners are enthusiastic, want to please teachers, may not understand activities but will try them, lose interest quickly, and lack inhibition in a new language. However, differences arise from linguistic, psychological and social development, so teachers must adjust lessons and activities. A learning-centered approach tunes activities to student interests, while learner-centered prioritizes student learning knowledge. Piaget's theory views children as actively constructing knowledge through interaction, and teachers should see classroom activities as opportunities for learning.
Theories of Child Development
The document discusses several theories of child development and their implications for language education. It describes Piaget's view that children should engage in self-directed learning tasks appropriate to their developmental level. Vygotsky's theory emphasizes social learning and the role of language as a thinking tool. Bruner's concept of scaffolding notes cognitive development occurs through language and simplified tasks broken into smaller steps with adult guidance. Routines and a spiral curriculum that exposes topics in multiple ways and links old and new information are also discussed.
Teaching english to young learners
This document discusses teaching English to young learners. It begins by outlining the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills, while older learners show more analytical thinking and developed literacy skills. The document recommends teaching listening and speaking skills first through a natural approach. It also discusses several theories that inform teaching English to young learners, including the importance of comprehension over production, scaffolding learning, and creating a print-rich environment. The document concludes by outlining some strategies and classroom language for teaching English to young learners in Indonesia.
Child centered curr ppt.
The child-centered curriculum focuses on the child being at the center of the educational process. [1] It emerged from research showing children are capable learners who construct their own knowledge through exploration and discovery. [2] The curriculum is built around the child's interests, abilities, purposes, and needs rather than focusing on rote memorization. [3] Teachers facilitate learning through asking questions, observing children, and providing opportunities for them to explore concepts in their own way.
TEACHING ENGLISH FOR YL.pdf
This document discusses teaching English to young learners. It describes the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills. Older learners show growing analytical skills and awareness. The document recommends an emphasis on listening and speaking skills first in teaching English to young learners. It also discusses theories from Bruner, Krashen & Terrell, Dewey, Montessori, and Erikson and their implications for teaching methodology, curriculum, and classroom environment. Effective teaching of English to young learners in Indonesia requires an English-rich environment, activity-based techniques, functional vocabulary, repetition, and acquisition-promoting routines.
Vygotsky: socio-cultural perspective
Lev Vygotsky was a Russian psychologist who developed the socio-cultural theory of cognitive development. He believed that social interaction and culture play a key role in cognitive development. Two of Vygotsky's main concepts were the More Knowledgeable Other, usually a teacher or peer, and the Zone of Proximal Development, which is the difference between what a child can do independently and what they can do with guidance and collaboration. Vygotsky argued that learning occurs best within the ZPD through scaffolding provided by the MKO. His theories emphasize how language and social interaction influence cognitive development.
L&B wk 9
The document discusses sociocultural theory of cognitive development, which posits that cognition is shaped by social and cultural contexts. It focuses on Vygotsky's view that cognitive development occurs through interactions with others and the use of cultural tools like language. A key concept is the Zone of Proximal Development, which is the difference between what a child can do independently versus with guidance, and represents the child's potential development. Within the ZPD, scaffolding from a more knowledgeable person can help a child learn skills they are not yet able to master alone.
First and second language acquisition
The document discusses various topics related to first and second language acquisition including different teaching methods, theories of second language acquisition, and characteristics of first language acquisition. It also covers the psychosocial aspects of language learning based on Piaget and Vygotsky's theories. Finally, it discusses social and discourse aspects of interlanguage as well as psycholinguistic aspects such as language transfer and processing operations.
Cognitive dev't and language(piaget final)
The document discusses various aspects of human development including physical, personal, social, and cognitive development. It covers principles of development such as people developing at different rates and development occurring gradually. The document also discusses brain development and areas of the brain. It provides details on neurons, synaptic overproduction, and tendencies in thinking. Piaget's stages of cognitive development are explained including the sensorimotor, preoperational, concrete operational, and formal operational stages. Vygotsky's sociocultural perspective and the role of language, learning, and social interaction in development are summarized. Finally, the development of language and diversity in language development are covered.
Ev681 session 1 sue
This document provides an overview of key concepts in child development and early years education. It discusses theories of child development, including behavioral, social learning, cognitive, and socio-cultural theories. It also covers principles of observation and assessment in early years settings. Key topics include attachment theory, emotional regulation, attention development, theory of mind, resilience, challenging behavior, and approaches to creating a positive learning environment. The document references theories from theorists such as Piaget, Vygotsky, Bruner, and Bandura to provide a holistic view of child development.
vygotsky sociocultural theory hachelle report.pptx
Vygotsky developed the Sociocultural Theory of Development which emphasizes the influence of social interactions and culture on cognitive development. According to Vygotsky, effective learning occurs through social activities where more knowledgeable others like parents and teachers provide assistance and guidance to help children progress from what they can do independently to what they can do with support. This zone between a child's actual and potential development is called the Zone of Proximal Development.
Berger Ls 7e Ch 9
The document discusses cognitive development in early childhood from ages 2 to 6. It covers Piaget and Vygotsky's theories on children's cognitive development, including Piaget's stages of preoperational thinking and obstacles to logical operations. Vygotsky's theory emphasized social learning and the zone of proximal development. The document also discusses language development milestones in early childhood and theories on children's understanding of beliefs versus reality.
Language acquisition
This document discusses several key topics related to language learning and teaching, including:
- Variables involved in second language acquisition and current issues in SLA.
- The nature of language and how it develops in children.
- Distinctions between learning and teaching, with learning defined as acquisition of skills/information and teaching as guiding learning.
- Major schools of thought in SLA such as behaviorism, cognitive psychology, and constructivism.
- A language teaching methodology called Grammar Translation that focuses on translation between the native and target languages.
chapter 9
The document discusses theories of cognitive development in early childhood from ages 2 to 6. It covers Piaget's theory of preoperational thinking and obstacles to logical operations. Vygotsky's social learning theory emphasizes cognitive development through social contexts and apprenticeship. Theories of language development are also discussed, including vocabulary growth, grammar development, and benefits of bilingualism. Different approaches to early childhood education are briefly outlined.
Chapter 5 presentation
The document discusses cognitive development in infancy based on Piaget's theory of active construction. It covers how infants learn through their own actions and experiences rather than passively. The stages of cognitive development are outlined, including the sensorimotor period and challenges to Piaget's conclusions. The role of social/cultural factors, categorization, language development, and sound production in infants are also summarized. As youth development leaders, observing and engaging with infants in developmentally appropriate activities can help facilitate learning.
Power theoretical framework
The document discusses principles of socio-constructivism in language teaching, emphasizing active learning through scaffolding, collaboration, and using cultural tools. It stresses adapting activities to students' cognitive, physical, social and emotional development. Good early education considers teacher expertise, motivation through engaging strategies, and involving families in out-of-school learning. A creative classroom environment utilizes multiple intelligences, multimodality, play, and reflection to engage young learners and facilitate their knowledge construction.
Glossary
This document provides definitions and explanations of key terms related to language acquisition and teaching approaches. It discusses concepts such as the difference between acquisition and learning, digital literacy vs traditional literacy, English as a foreign language vs English as a second language, the language acquisition device, multiple intelligences theory, phonics, the silent period, total physical response teaching, target language, mother tongue, the critical period, and the zone of proximal development. A variety of online resources on these topics are also listed.
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Cameron, Lynne.ppt chapter 1 children learning a foreign language
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Piaget, Vygotsky and Bruner methods.
- 1. CHILDREN LEARNING A FOREING LANGUAGE SKILLS Enhusiastic lively Want to please the teacher Loose interest / motivation quickly Lack of inhibition Don`t have access to metalanguage Important Differences ADJUST the way we teach MAXIMISE LEARNING Linguistic D. •Pychological D. •Social D. POTENTIAL
- 2. PIAGET KIDS Active learners and thinkers. Active “sense-makers” Construct they own knoledge Solve problems interacting with the enviroment Two adaptive processes ASSIMILATION: action take place without any changes to the child ACCOMODATION: involves the child adjusting to features of the enviroment. REESTRUCTURING: reorganization of mental representation of a language
- 3. Child passes through a SERIES OF STAGES Capable of some types of thinking but incapable of others As teachers need to have in mind the enviroment It provides the setting for development
- 4. VYGOTSKY Development Learning Socio-cultural Theory World full of peopleWorld full of people Interaction Instruction Mediation Characteristic of human intelligence Language New tool Private Speech Social Speech Inner Speech ZDP Internalization Interpersonal Intrapersonal
- 5. BRUNER - Scaffolding and routines Languagueis the most important tool for cognitive growth. In experiments with American mothers and children...
- 6. * Scaffolding has been transferred to the classroom and teacher-pupil talk. Teachers can help children to: Attend to what is relevant Adopt useful strategies Remember the whole task and goals By… * Suggesting *Praising the significant *Providing focusing activities *Encouraging rehearsal *Being explicit about organization *Reminding *Modelling *Providing part-whole activities
- 7. Routines can provide opportunities for meaningful language development. •The teacher is doing what children are not yet able to do for themselves. •Classroom management Format and RoutineParents reading stories...