Developmental Approaches to Learning

Theory Comparisons

Discourse on Nature vs Nurture within developmental theories/studies centre on the belief of which has a greater impact on an individual’s development. ‘Nature’ places emphasis on genetic predispositions and cognitive ability whereas ‘Nurture’,  while acknowledging the role of genetics in development, emphasises that one's environment and social interactions create the basis for and level of cognitive development. Genetics provide the potential but without the right soil or activities then that potential can be latent/ untapped.

Other areas of comparisons discussed below include: stages vs. sequence of development; type of/levels of cognition or cognitive development; type of learning; type of instruction and; the role of the teacher/student. The latter forms the basis of the discussion question listed in the activity section at the bottom of this page.

 

 

Piaget

Vygotsky

Bruner

Nature vs. Nurture

Nature

Nurture

Interaction between nature and nurture

Stages/

Sequence

Stages –

·         Sensorimotor (Ages: 0-2yrs),

·         Pre-Operational (Ages: 2-7yrs)

·         Concrete Operational (Ages 7-11 yrs),

·         Formal Operational (adolescence-adulthood)

Sequence –

·         Imitating,

·         Imitating and understanding(Zone of Proximal Development, Scaffolding),

·         Internalising

Sequence –

·         Enactive representation,

·         Iconic Representation,

·         Symbolic Representation

 

v  Stages that parallel how our brain develops

v  How we view the world depends on age /development

v  Children construct knowledge

v  Learning can lead development

v  How we view the world depends on our culture and experience

v  Cultural tools are significant in development

v  Sequential vs. Stage oriented

v  Sequence occurs at any age and is based on prior knowledge rather than age

Cognition

Focus on the importance of the learner's cognitive readiness to understand logical operations

Higher mental processes originate in social processes.

 

Focus on the readiness of the learner to receive or process the subject matter

Type of Learning

Learn through interactions with objects and concepts.

Heavy influence on cognitive capabilities.

Learn through social interactions and interactions with objects.

Heavy influence on social interactions and conflicts.

Discovery Learning - Learning occurs through the interaction between capabilities (genetics) and culturally invented technologies that amplify them

Teacher/

Student Role

Discussion question

Discussion question

Discussion question

Instruction
  • Activities within child’s stage of development.
  • Discovery done by the student themselves.
  • Targeted within the zone of proximal development (ZPD) with the intent of creating independence.
  • Scaffolding – build on prior knowledge and skills through assistance within zones of proximal development.
  • Spiral curriculum.
  • Discovery Learning and Inquiry Teaching - Provide problems that both fit the manner of the child's thinking and tempt him/her into more powerful modes of thinking.

 

 

Activity

Please review the table above and watch videos as well as revisit individual pages (on each theorist), where necessary.

Once completed, read the question below and post your response to the discussion forum listed under the ETEC512 Symposium 64D - Developmental Approaches. A thread for this question has been created.

Discussion question
What is your definition of student-centered vs. teacher-centered modes of instruction ? Given your definition how would you classify each theory/theoretical approach  (Piaget, Vygotsky and Bruner) ?