3 Early Childhood Theories
Developmental Theory (Piaget) Socio-cultural Theory (Vygotsky) Critical Theory (Freire)
Jean Piaget’s Developmental Theory states that children go through four According to Lev Vygotsky's Socio-cultural Theory of Cognitive Development, Paulo Freire’s Critical Theory in education, as seen in his work “Pedagogy of
separate stages of cognitive development. Piaget’s theory highlights that as children, all learning occurred within social interaction and it emphasized the Oppressed,” advocates for a pedagogy that challenges oppression and
children actively build their understanding of the world based on experiences the influence of culture on a child's growth and development. Vygotsky advocates for education as an enlightenment and empowering institution. In
by which they are challenged, leading to cognitive growth. Piaget believed that disagreed with Piaget, believing that development reoccurred constantly and this work he criticizes the banking approach to education and argues for a
these experiences come in the form of assimilation, by which children learning was essential at every developmental stage. Vygotsky described dialogical relationship between teacher and student. Instead of a donor/passive
incorporate new information into existing frameworks, and accommodation, by development as 'Zones of Development' whereby, a person could do something student relationship, the teacher and student learn together in a relationship
which they change their frameworks to fit new information. This progression together with a more experienced person that they couldn't do alone, even that involves questioning and reflection as a mean to bring about change in
of development is crucial in education as it informs instruction that is tailored with the correct guidance and support. This reiterates the concept of the world.
to the cognitive abilities of children in a particular stage. cooperative learning and encourages learning activities with peers or family
members to take place. It's pointing out the large difference between a child's
potential achievement level with and with out guidance.
"The principal goal of education is to create men who are "Education either functions as an instrument which is used
capable of doing new things, not simply of repeating what to facilitate integration of the younger generation into the
other generations have done." logic of the present system and bring about conformity or
"Through others, we become ourselves." it becomes the practice of freedom."
Of all the educational theories we have researched, the educational theory we tend to gravitate more towards in the classroom is the socio-cultural theory. Although we do find strengths in many of the other theories researched, we relate most to this theory. The main reason
we relate to this theory is due to the importance Vygotsky placed on the social interaction students have with others. Through my personal teaching experiences, we have found that the students in my classroom need to be part of a team to be successful. They need this social
interaction with others to thrive. One of Vygotsky’s main ideas is based on the social environment the student is in which agrees with my beliefs (Vygotsky, 1978).
To ensure we are integrating Vygotsky's ideas, we make sure that we create activities that challenge students to operate within their ZPD so they can cognitively develop beyond the stage that they're in. We do this by facilitating and not being a dictator. Students learn best
when they are personally vested in what they are learning, so when they are asking questions, exploring, and reflecting. Our student's creative application of knowledge has greatly increased. In the world we live in today, it is essential that students do not just regurgitate
information but apply it in creative ways.
Also, we believe that learning is a cognitive and cultural process through acculturation and how students’ cultural backgrounds make learning more meaningful and a learner’s prior experiences and cultural background knowledge can be considered significant assets to instruction
are other principles of Vygotsky’s theory (John-Steiner & Mahn, 1996; Panofsky, 2003). By valuing students’ cultural heritage, we will foster an inclusive classroom where students’ diversities are appreciated and can be used to promote learning.
In conclusion, the Sociocultural Theory of Vygotsky can help to mold an interactive, encouraging and culturally fitting place of learning. This theory can not only heighten achievements but can contribute to turning a student into an active, thoughtful member of their community.
References -
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational psychologist, 31(3-4), 191-206.
Panofsky, C. P. (2003). The relations of learning and student social class: Toward re-“socializing” sociocultural learning theory. Vygotsky’s educational theory in cultural context, 411-431.
Inderjeet kaur 8123710
Sunisha Thammuluri 8113966
