Constructivism Theory Paper
Literature Review
According to Elliot et al. (2000), constructivism is a methodology to learning that emphasizes on individuals making their identifiable understanding and categorical that actuality is established based on experiences that a learner encounters. Constructivism is centred on learners constructing their individualist meaning and knowledge through experiences, and the meaning is inclined towards the interaction of past knowledge and new encounters. A unique encounter reconciles prior ideas and experiences; thus, an individual’s belief is transformed, or the latest information is cast aside.
Piaget’s theory of cognitive development expounds on ways in which a child creates a mental representation of the world. He argues that intelligence is not affixed quality; thus cognitive development is a gradual restructuring of psychological practises that come about because of biological maturation and interactivity with the immediate environment. The theory focuses on children, and it is particular with distinct phases of development that are noticeable with qualitative differences. The argument has three fundamental components, i.e. schemas, adaptation processes and stages of cognitive development (Inhelder & Piaget, 1958).
Schema is a building block of intelligent behaviour, which permits a child to construct a mental representation of the world. Schemata are occupied index cards linked within the mind that helps an individual to ascertain how to respond to external stimuli (Wadsworth, 2004). As a child grows, the schemata become numerous and elaborate. In an academic set up, schemata enable a child to gain understanding as they move from solving simple mathematical problems to complicated sums. Hence, they can connect the relationship between a teacher’s examples to their workings. Therefore, a kid can develop a toughness capacity as they move from one mathematical challenge to another.
Piaget perceived cognitive development as a consistent process of adjustment through adaptation to the environment. Adaptation enables a kid to transition from one stage to another smoothly. The methods covered are assimilation, accommodation and equilibration (Inhelder & Piaget, 1958). The assimilation process utilizes an already existing schema to handle a new situation. For example, a kid solves a three-digit sum because the kid already knows how to do a two-digit addition. This adds to mental resilience as the existing schema has handled a similar sum but of a higher degree.
The accommodation comes into play when the existing schema does not work—thus developing the need for it to be altered to cater to the new situation (Inhelder & Piaget, 1958). For example, a kid learning how to perform subtraction after already knowing addition. An element of mental resilience is added to the kid’s mind as now he can reverse the addition logic, and it becomes subtraction.
Equilibration is a mental force that repositions growth and ensues once a kid’s schemas can handle fresh info through assimilation. For example, a kid with knowledge of addition and subtraction being introduced to multiplication. Multiplication will cause a mental disequilibrium state to the kid. Still, after learning, he will go through assimilation before he becomes comfortable handling multiplication tasks (accommodation) until next time when there is an adjustment in the form of division. These three components interact to enhance academic resilience in the way of adding unto the elasticity of the kid’s brain through active learning (Inhelder & Piaget, 1958).
Piaget proposed four-stage of cognitive development. First, the sensorimotor stage, which is between birth and age two, where the aim is object permanence, i.e. identifying an object even when it is hidden. Second, a preoperational stage, which is between ages two and seven, where the kid tries to distinguish different objects while thinking symbolically. The third, concrete operational stage that is between ages seven and eleven, where the kid develops logical thoughts such as solving basic puzzles. Forth, a formal operational stage that exists beyond age eleven, where an individual thinks about abstract concepts and logically tests hypotheses.
According to Vygotsky (1978), social interaction plays a fundamental role in cognitive development. He claims learning is a vital and collective facet of the course of developing socially structured, the precisely mental function of an individual. Therefore, social learning goes before development. He further argued that individual development could be understood when given a reference to the socio-cultural setting, where it is rooted (Vygotsky, 1980).
Vygotsky had an incline towards culture and tools of intellectual adaptation. He singled out elementary mental functions, i.e. attention, insight, awareness and memory, interact within a socio-cultural environment into higher mental functions that are sophisticated and effective (Vygotsky, 1980). For example, a kid’s recollection is restricted by biological dynamics. Still, the surrounding school culture decides the kind of memory strategy the kid develops, such as note-taking, to aid mastering what the teacher taught in class. Tools of intellectual adaptation that are socially established permits children to maximize fundamental mental functions effectively by use of memory mnemonics and mind maps as a strategy to enhance memorization.
Vygotsky highlighted the social influence on cognitive development. He argued essential learning by a kid transpires through social interaction with an adept instructor (Vygotsky, 1962). The instructor can be a teacher or a parent. Either the instructor would model manners or accord voiced guidelines and teachings to the kid through collaborative dialogue as a means of regulating behaviour. For example, a young boy is handed over his first jigsaw; he tries to no fruition in cracking the puzzle. Then, the instructor sits down with him and demonstrates while describing fundamental tactics, including tracing every corner and edge pieces, and offers a few pieces to the kid to assemble by himself as he presents praise to the kid. As the kids become proficient, the father allows the kid to solve the puzzle independently. This social exchange, including collaborative dialogue, brings about mental resilience to the kids.
Another component Vygotsky explored was More Knowledge Other (MKO). MKO involves a knowledgeable individual guiding a kid on a particular concept or task. Teachers, adults or electronic tutors are the best example of MKOs (Vygotsky, 1962). An example is a senior student providing academic guidance to a kid. After mastering a concept, the senor student challenges the kid by offering him a more advanced academic challenge. This stretches the kid’s mind and, in the process, develops resilience.
The final sphere Vygotsky focussed on is the Zone of Proximal Development, where he related the variation between what a kid can accomplish individually and what a kid can accomplish with supervision and inspiration from experienced personnel (Vygotsky, 1962). Referring to the example as mentioned earlier of the jigsaw puzzle, the child struggle to solve the puzzle, but with the guidance of an instructor, it solved with ease. It ended up developing a vital skill to apply in jigsaw henceforth.
Piaget concentrated on cognitive constructivism while Vygotsky concentrated on social constructivism. Piaget developed clear stages of development, which is not the case with Vygotsky. Regarding a critical process in development and learning, Piaget devised schema, assimilation, adaptation, accommodation and equilibrium, whereas Vygotsky inclined towards zone of proximal development, language, scaffolding and tools of culture. On the role of language, Piaget argued language provides labels for a child’s experiences, i.e. egocentric speech. At the same time, Vygotsky claimed language plays a prominent and influential role in shaping a child’s thoughts. Piaget had little emphasis on socio-cultural context, while Vygotsky had a strong focus on socio-cultural settings.
References
Wadsworth, B. J. (2004). Piaget’s theory of cognitive and affective development: Foundations of constructivism. New York: Longman.
Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Educational psychology: Effective teaching, effective learning (3rd Ed.). Boston, MA: McGraw-Hill College.
Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence: An essay on the construction of formal operational structures (Vol. 22). Psychology Press.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
Vygotsky, L. S. (1962). Thought and language. Cambridge MA: MIT Press.