Nataly Martinez EdPs620 OL
Professor Toom Final Research Paper
Spring 2016
Many theoretical approaches to the development and learning of a child that have been impose throughout history. In this essay I will be doing a comparative analysis of the different approaches presented throughout history. Biological approach, the behaviorist approach, the cognitive approach, and the socio-cultural approach are the different theoretical approaches to be discussed. They will be compared according to the views of Nativists, B.F Skinner and A. Bandura, J. Piaget, and Vygotsky, respectively.
The biological approach to child development and learning make an emphasis on the changes presented in a child genetically and physiologically (nature).This approach states the relationship these changes have to the role of the development of a child. The biological theory is affirms that the development of the brain and the motor faculties take place unwillingly. Being said, by no means does learning have to be done. Aforementioned, the biological approach states that the developments of the child’s competence can either happen successive or rapidly. For example, a child who is learning how to walk is doing it at a gradual pace with changes in its physiological and brain structure. You are able to observe the gradual pace as a child learns how to walk as they first begin to crawl, take one or two steps and then slowly do more and more. During puberty there is more a sudden change in the development of the brain and physiological structure because the hormones in the body are coming to a distinct level. Navists affirm that the environment in which a child is in can have connections to the development of the child depending on its genetic makeup rather than the attributes the environment may have.
The Behavioristic (B.F. Skinner and A. Bandura) approach to the development of the child and learning can be made reference to the environmental magnetism(nurture).B.F. Skinner acclaimed that a child’s manner of conducting oneself and learning can be build/assemble by presenting rewards and punishments. Skinner concluded that there is an abundant amount of diversity in the behavior and learning of a child based on the different ways remuneration and punishment is presented to them by the adults around them. One of the primary goals Skinner had was to adapt a child’s environment to its applicable reinforcement. Skinner was convinced that in order to understand the behavior of a child one must look at the causes of the action and the residue being imposed; more known as the operant conditioning. Skinner’s contribution to education dealt with behavior modification and programmed learning. These contributions dealt with having instantaneous reinforcement which will lead the child to classify which behaviors are correct and which are not. Bandura behaviorist approach to child development and learning was the social learning theory. This theory states that children acquire new knowledge by being observers.
The cognitive approach to child development and learning made an emhapsis on the child change in rational thinking and reasoning during time. Piaget believed children are the primary part in their own cognitive development. They do this by fudging together their own understanding of the world. A child is set to make connections of the world as he has experiences where he is set to establish a relationship between prior and new knowledge. It is necessary for a child to met maturity in order for the child to make relationship and connections between the prior and new knowledge acquired. Piaget’s theory says that children develop schemas which are mental representations made to represent people and objects. Schemas can be altered based on accommodation and assimilation which is set to happen as the child has new experiences. Assimilation and accommodation are two process of adaptation described by Piaget to which a child shows awareness to its surroundings. Assimilation is a building block to how information is organized through our learning. It is the cognitive process described by Piaget as to how new information is taken in and incorporating it. Accommodation is the adaption between prior knowledge to what is perceived. A child may be faced with disequilibrium if he or she is not able to incorporate new knowledge into prior knowledge. The child reaches equilibrium when there is a balance between accommodation and assimilation which is when a new stage of development is set to occur.
Vygotsky socio-cultural approach focuses on how culture is processed and transmitted. Vygotsky states that human behavior and cultural development take place in and through activity with other peipole. Vygotsky perceived that in order for children to learn about new ways of thinking and behavior they must learn this from their community which may include parents, adults of any peer involved in their same environment. Vysgotsky view interaction with other peer as an effective way to the development of skills and strategies for learning. According to Vysgotsky approach, knowledge is constructed through the interactions one has with others around us. The process of mediation is described through scaffolding and the zone of proximal development. The zone of proximal development is the difference between what a child can do alone and what s/he can do with the help from others who are experts in the subject; what the child needs help with today he will be able to accomplish it independently tomorrow. Mediation is the children use for tools to achieve a task. It is the process of perception and memory. In order for the zone of proximal development be a success scaffolding must be involved. Vygotsky made great emphasis to the role of intervention of an adult which is refer to scaffolding. Through scaffolding the instructor or adults in the child surroundings present themselves as support to the learner’s development.
Behaviorists and Nativists present different point o views to th development of a child.Behaviorits perceive that a newborn is born with not perception what so ever, but acquire all their accomplishments and development through their environment. Behaviorists describe that the mechanism of a child’s development which Nativists’ describe the antecedents to the development. Behaviorists propose that we learn through reinforcement which is the praise and attention the parents gives the child. Nativists claim that the language acquisition device in our brains lets us learn language very quickly especially at age 2 and 3.Nativist approach is primarily based on Noam Chomsky who believed that it will be impossible for a child to learn a language quickly and thoroughly with no biological predisposition .
The socio cultural and cognitive approach have similarities and different. Piagets theory on the cognitive approach was set to believe that without maturation, assimilation and accommodation a child will not be able to fulfill a stage of development. Vygotsky theory on the socio cultural approach made emphasis to how important culture and language is to cognitive development. Piaget and Vygotsky affirm that there are problems outside of the child’s range. Nevertheless, Vygotksy was convinced that if the child was given the proper advice and direction through scaffolding, the child will be able to fulfill a task that Piaget was set to consider impossible to accomplish due to the child’s mental aptitude. Piaget viewed speech as a egocentric while Vygotsky believed that speech was needed for the accurate development of cognitive and social. On contrast, Piaget promoted discovery learning with very few intervention made by the teacher, while Vygotsky encouraged teachers or adults to guide the children through discovery around the classroom and in their environment. If guided discovery is provided in the classroom the teacher can provide intrinsic and extrinsic questions that will trigger the students to brainstorming. The children are being presented with guidance but not given an answer which means they are still being provided with assistance. Piaget believed that children development was according to its maturity level.
Behaviorists such as Skinner and Bandura had major differences in their socio-cultural approach to childhood development. Behaviorists believed that information should be given to students through direct instruction, while Vygotsky thought that educators should practice being facilitators of learning, providing guidance. Behaviorist believe that a classroom should be teacher- centered and not student centered.This means teachers have the absolute responsibility for instruction and learning of the child. Vygotsky approach perceives that teachers only responsibility should be to provide the child with learning ideas, techniques, skills and hints, which is known as scaffolding. Vygotsky focused on cognition, personality and social development.
As previously presented in this essay, Behaviorist and Nativist views have many similarities and differences. Through a comparative analysis we are able to analyze the different views Vygotsky and Piaget, and Vygotsky with Skinner and Bandura had to the development of a child. It is important that we learn to acquire new knowledge of these approaches and include it in our teaching to give our students with an enhance learning experience.
References
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