National Quality Framework Analysis

In current educational psychology, both the works of Jean Piaget and Lev Vygotsky have become prominent in an understanding of developmental cognition in childhood (Duchesne, McMaugh, Bochner & Karuse, 2013, p. 56). Their theories are complimentary and provide a more rigorous comprehension of childhood development (Shayer, M., 2003, p. 465). Their varying principles are applicable to many situations concerning the development of children. The focuses of Piaget and Vygotsky on the ways of childhood development differ. Piaget was focused on the four developmental stages of cognitive growth in his Theory of Cognitive Development, whilst Vygotsky’s principles were based on development in a societal manner with his

Jean Piaget and Lev Vygotsky both agree and disagree in the area of the Nature/Development of Intelligence. Piaget and Vygotsky agree on the idea of constructivism, the certainty that cognitive development happens by accumulation to and building from what is previously recognized and learned. Piaget was a trivial constructivist, he believed that individuals acquire knowledge by interacting with their environment and building on their knowledge and understanding of their environment. On the other hand, Lev Vygotsky was a social constructivist, believing individuals acquire knowledge through social interaction and learning from others. They also both agree that the restrictions of intellectual growth are defined by social interactions. Individuals acquire knowledge from interactions that they have already been exposed to and what other people can teach them, whether if it other children that are older than they are, adults in the life, or teachers. Jean Piaget believed that individuals acquire their knowledge by interacting in their environment, and it comes as a direct outcome of the individual’s actions on to their environment. Piaget believed that individuals must learn before they develop (Educational Psychology). According to Jean Piaget’s theory, the order of acquiring knowledge is an individual acts upon their environment, learning from the consequences of their actions, and then developing knowledge and understanding of

The Chinese Proverb, “Tell me and I forget, show me and I remember, involve me and I understand”, applies to the 21st century skills that students need to have to meet the global challenges. Inquiry is a process of active learning that is driven by questioning and critical thinking. The understandings that students develop through inquiry are deeper and longer lasting than any pre-packaged knowledge delivered by teachers to students. Inquiry-based learning follows a process that progresses through phases, but is recursive and reflective throughout (Library of Congress n.d). Furthermore,

1). The Early Years Learning Framework recognises inquiry as a central component in effective learning. It states on page 32, active involvement in learning builds children’s understandings of concepts and the creative thinking and inquiry processes that are necessary for lifelong learning, (EYLF, 2014, p. 32). Learning Outcome Four purposely highlights the significance of children becoming confident and involved learners through the development of ‘skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating’ (EYLF, 2014, p. 35). Inquiry- based approaches aim to encourage deep learning, which is learning where children are absorbed and fascinated; learning where children are active and involved; and learning where children make connections and develop significant understandings, (National Quality Standard, 2014, p. 2). For young children the most successful learning happens when they are presented with repeated opportunities to use materials and resources to develop understandings of new concepts and ideas. This is particularly accurate in the learning embodied in the Early Years Learning Framework Learning Outcomes, as none of the outcomes can be ‘achieved’ via

Jean Piaget and Lev Vygotsky, are the two of the most recognized cognitive psychologist who developed theories that address cognitive development and learning in children. Piaget emphasizes that children constructs a mental model of the world through biological maturation and interaction with the environment. While Vygotsky emphasizes that children actively construct their knowledge and understanding through sociocultural influences. These two theories have widened my knowledge and understanding about child development and learning, even though they have some differences.

Two psychologists have different perspectives on the constructivist learning theory because Jean Piaget believes that children begin to develop intellectually by adaptations and organization through individual experiences. Contrastly, Lev Vygotsky's believes that children should be guided during learning experiences and be taught to “ reflect on inconsistency and to change their conceptions through communication” (“Learning Theory-Constructivist

In conclusion, (Cherry, 2015) Piaget’s theory of cognitive development had a great effect on education. Although, Piaget did not really put his theory in application like this, great deal of educational providers build their teaching programmes upon beliefs, that each child should be thought on the level which they are developmentally ready.

Jean Piaget’s cognitive development theory required insight into definition and structure prior to comparison with Vygotsky’s. Cherry (2015) outlined Piaget’s learning theory as consisting of four clearly-defined stages for cognitive development from birth through adolescence: sensorimotor stage (birth to age 2), pre-operational stage (age 2 through age 7), concrete operational stage (age 7 to age 11), and formal operational stage (adolescence to adulthood). According to Piaget, children learn from their environment through self-discovery. The main locus of control for Piagetian theory was centered on the individual, and development began within. “Creation of knowledge and

Piaget’s work has been appreciated in the education sector over the years. Education remains the key pillar for any societal growth and it’s very important to identify how best knowledge can be passed to younger generations in a way that they can understand. Martin (2013) highlights that their exists four unique stages of cognitive development exist with each stage bearing its unique characteristics, thus teachers are able to develop curriculum that corresponds to the child’s cognitive ability. More importantly, teachers can establish how best to assimilate knowledge, for example children in the sensorimotor group will learn explicitly faster through activities that involve their senses and motor movements. Saettler

My philosophy of teaching involves creating an environment that promotes student well being by welcoming open collaboration and participation, setting high expectations and developing positive, safe and respectful relationships with all members of the class.(Vrankovic, M, 2016). My learning philosophy is derived from the constructivist philosophy whereby students are active participants in their learning in order to be able to transfer information into new situations to promote deeper levels of understanding which caters for the diversity of each child. My philosophy of teaching aligns with Inquiry learning where a child’s natural inquisitive mind is nurtured through active learning experiences which are both child lead and adult lead and involve open communication, questioning, feedback, observation and listening (Murdoch, 2014). The inquiry learning models of Murdoch, 5Es and SAUCE will be analysed for their effectiveness in integrating the curriculum. The integration of teaching and learning programs within the context of inquiry learning, are a key components in reaching ACARAS outcomes of general capabilities, cross curricular priorities, student diversity and Framework for school aged care..

Piaget and Vygotsky are both significant contributors to the understanding of cognitive development. Both theories had the same approach to learning of constructivist; students learn by fitting new information with what they already know. Another similarity of the two theories is that they both believe boundaries of cognitive growth are established by social influences. They both have adapted to a child centred approach to

Piaget (1972) declares that through interaction with the environment, children can construct new knowledge on the basis of their existing knowledge and experience. L.S.Vygotsky (1978) insists that students’ cognitive development is a changing process from lower level to higher lever under the influence of education and interaction. Shuell (1988) adds that learning is an active, cumulative, constructive and goal-oriented activity. In conclusion, the basic viewpoints of constructivism are summarized as follows: 1) Knowledge comes from the individual’s initiative understanding of the world. 2) Knowledge can be acquired through discussion and interaction with peers. 3) Knowledge acquisition is closely related to learners’ interests and personal needs. If learners’ interests and needs could be met, their strong learning motivation would be

Jean Piaget, a Swiss biologist, was best known for his cognitive – constructivist model focusing on development in stages. He believed that a person passed through four stages of development during the lifetime through active participation (Singleton, 2014). Through Piaget’s model, no specific age was named for a certain developmental stage, though he did suggest there was an age that typically emerging children would reach the milestone (McLeod, 2015). Consequently, a child must reach a certain level of readiness for gen and ideas to the taught. Central to the Piagetian model was the idea that constructive learning is vital in the process of discovery as is collaborative and individual activities. While many psychologists and theorists focused on the growth and development of adults, Piaget was more interested in the development of children.

Piaget’s constructivist theory is the belief that learners construct and develop their own knowledge (Kearns, 2010). Dewey believes that knowledge is constructed from both existing knowledge and from being an active participant (Krause et al, 2010). Bruner’s theory promotes how children make meaning of both their worlds and themselves from their interactions with people and with the environment (Kearns, 2010) Bruner also claims that when students discover and actively engage in problem solving and inquiry learning, they are more likely to remember what they have learned (Krause et al, 2010). A constructivist approach describes how inquiry learning teaches students across various developmental areas including emotional, social, physical and cognitive. Reynolds (2014) labels a constructive approach as being both teacher led and child directed, where the learning is shared (p.51).

Using the teaching as inquiry model, form the New Zealand curriculum (2007) as a guide the effectiveness of my plan and my teaching can be gauged. The inquiry model is defined as a critical element of the 2007 curriculum. As Erb (2011) states: It confirms that different teaching strategies work differently for different students, it involves teachers looking at what is most important based on past teaching experiences in terms of what and how to teach. The inquiry process involves teachers critically reflecting their practice through a focusing inquiry, teaching inquiry and learning inquiry (Ministry of Education 2008).