Vygotskys Theory Of Cognitive Development - 1622 Words

Learning Journal Entry 5 Theories of Cognitive Development (Vygotsky) Unlike Piaget, Vygotsky alleged that adults play a fundamental role in the development of children as they nurtured their learning in a premeditated way (McDevitt et al, 2013), rather than entrusting it to natural processes. Vygotsky also believed that language played a primary responsibility in a child’s development, while Piaget excluded this from his theory (McDevitt et al, 2013). The social experiences a child encounter along with conversations they have with others and themselves (self-talk), greatly influences their capacity to grow and learn. One of the benefits of Vygotsky’s theory of cognitive development is the Zone of Proximal development. Where children are frequently being pressed to the limit of their comfort zones within learning in order of forward progression (McDevitt et al, 2013). In Vygotsky’s theory, he developed nine key ideas. These ideas include: Key Principles General Description 1. ‘Some cognitive processes are seen in a variety of species; others are unique to human beings’ (McDevitt et al, 2013, p.220). Vygotsky held belief that there is two different mental functions that species exhibit (lower and higher) (McDevitt et al, 2013). He explained that many species demonstrate lower mental functions (determining which foods to eat), unlike human beings which are unique in their use of higherShow MoreRelatedDiscuss and Evaluate Vygotskys Theory of Cognitive Development966 Words   |  4 PagesDiscuss Vygotsky’s theory of cognitive development (8+16) Vygotsky proposed that children’s development is affected by their culture and social interaction. He also suggested that children are not born with knowledge but they gain it through their social interactions with peers and adults; he does not rule out the importance of biological processes but proposes an interdependent relationship between biological development alongside social activity and cultural interaction. Since language isRead MoreEssay Lev Vygotskys Theory on Cognitive Development982 Words   |  4 Pagessocieties â€Å"foster children’s cognitive development in an intentional and somewhat systematic manner† (Ormrod, 2011, pg.39). Vygotsky sociocultural theory focused on what a child could do merely with an adult’s assistance. Nature is the emphasis of this theory highlighting children’s cultural and social environmental experiences that influence cognitive growth. Two main terms that are of uttermost importance in this principle are a child’s zone of proximal development (ZPD) and scaffolding (OrmrodRead MoreVygotsky s Theory And Development Of Higher Mental Functions898 Words   |  4 PagesIn Vygotsky’s theory, children have two basic kinds of functions or mental processes that Vygotsky entitled lower mental functions, and higher mental functions. Lower mental functions are defined as their natural way of learning or innate ways that one would respond to their environment. Higher mental functions are defined as a more complex way of thinking or processing. In Vygotsky’s view, the potential for acquiring lower mental functions is biologically built in, but society and culture are criticalRead MoreThe Theory Of Cognitive Development1025 Words   |  5 PagesMany philosophers have developed theories of how individuals learn over the decades. As an individual progresses through life from childhood to adulthood, the manner in which they take in knowledge, and mature is the basic theory of cognitive development. Cognitive development can be described as how an individual’s thought process develops, and how these thought processes impact how an individual comprehends and interacts in the world. The psychology theorists of the past have shaped the classroomsRead MoreJean Piaget s Theory Of Education1672 Words   |  7 PagesPsychologists Jean Piaget’s and Lev Vygotsky’s contributions to our knowledge about cognitive development and learning, forms the foundations of modern education. Both men’s work was revolutionary for their times, underpinning the transformative shift to a constructivist way of thinking, which emerged as the most significant influence on education of the 21st Century (James Bader, 2002). Piaget, was the first psychologist to investigate the world from the perspective of the child, determining thatRead MoreComparing Piaget And Vygotsky s Theory Of Cognitive Development813 Words   |  4 Pagesof cognitive development. Both of these men considered themselves a constructivist, which entails a viewpoint that is concerned with the nature of knowledge. In their lifetime, both of them made contributions in the area of education and even after death, their theories still influence teaching methods. The purpose of this paper is to show some similarities as well as differences in the theories of Piaget and Vygotsky and what can be gained by having a better understanding of their theories. A BriefRead MoreCompare and contrast Piaget‚Äà ´s and Vygotsky‚Äà ´s theories of cognitive development in children1274 Words   |  6 PagesPiaget’s and Vygotsky’s theories of cognitive development in children. This essay will compare Piaget’s and Vygotsky’s theories of cognitive development in children. Also, show the differences between the two psychologist’s theories. Thus, by showing their similarities like in language and adaptation theories. Further, differences like Piaget’s theory on cognitive developmental stages and the schemas which are build to learn or accommodate new words or things. Vygostky’s theory differs to Piaget’sRead MoreVygotsky And Vygotsky s Impact On The Early Childhood Sector Essay1302 Words   |  6 PagesThis essay will discuss Jean Piaget, Lev Vygotsky and their theories as well as critical points from their theories and explain how they relate back to each theory. It will discuss how both of these theories can be applied to work in relation to a role in the Early Childhood sector. It will include Dr. Rangimarie Pere’s studies in education and how they compare to those of Piaget and Vygotsky. This essay will als o link the chosen theories back to Te WhÄ riki and the New Zealand early childhood curriculumRead MoreThe Theory Of Cognitive Development1647 Words   |  7 PagesThe study of cognitive development has played an influential role in the field of education by providing teachers with methods of pedagogy that maximise their student’s potential. This essay will address both Piagetian and Vygotskian theories on cognitive development in relation to the given scenario of year eight science students. We will look at how the teacher, Anne, has used relevant aspects of both theories within her classroom as well as any shortcomings of the theories in the class. Upon readingRead MoreDiscuss Major Theories Of Human Development And Learning Essay1617 Words   |  7 PagesDiscuss major theories of human development and learning, including MÄ ori and Pasifika perspectives. This essay will discuss Jean Piaget, Lev Vygotsky and their theories as well as critical points from their theories and explain how they relate back to each theory. It will discuss how both of these theories can be applied to work in relation to a role in the Early Childhood sector. It will include Dr. Rangimarie Pere’s studies in education and how they compare to those of Piaget and Vygotsky. This

Losing Isiah - 1556 Words

Early childhood is the most important phase of development in one’s lifespan as the experiences during childhood sets the course for later stages of development. It has been noted that a mother’s actions during pregnancy may influence the development of an infant. The developmental influences include prenatal, perinatal and neonatal environments. (Santrock, 2002) Although babies come into the world with no say or control over which family they will be placed into, or the environment in which they will begin to live in, theorists agree that the first two years are crucial, with early emotional, physical and social development influenced by the infant’s biological and environmental factors (Sigelman, Rider, De-George Walker, 2013). The†¦show more content†¦Sigelman, (2013) believes that by age 3, children can walk or run in a straight line. Through being raised in a stable home, it can be argued that in Isaiah’s case nurture played a very big role in influencing most of his developmental stages from infancy to toddlerhood. One psychologist, suggests that negative cognitive effects may be ameliorated by a stimulating and sensitive care-giving environment. Cone Wesson also adds that the strong effect of the home environment for ameliorating the effects of prenatal cocaine exposure suggests that a family-focused approach for cognitive, language, and social-emotional habilitation would be beneficial to all (Cone-Wesson 2005). In one instance Isaiah displayed emotional disturbance when cymbals were played at her sister’s concert. Frightened by the sudden noise Isaiah threw a terrible tantrum that caused his mother to leave the concert early. Research has found that, cocaine exposure also may affect emotional–behavioral adjustment and several studies have found that cocaine-exposed infants and toddlers exhibit poorer emotional regulation and impulse control and increased externalizing problems (Bendersky Lewis, 1998 , 2001; Griffith, 1994; Hawley, 1995; Mayes, Bornstein, Chawarska, Haynes, Granger, 1996; as cited in Bennett, Bendersky Lewis, (2002). Isaiah still exhibited some developmental problems, but he seemed to have benefited across all developmental domains from being adopted by the LewinsShow MoreRelatedEvaluation Of A Functional Assessment And A Potential Behavior Support Plan1700 Words   |  7 PagesStudent Information Student: Isiah Hoyte D.O.B: 02/17/2008 Gender: Male School Year: 2015-2016 Age: 8 School: Oniondale Union Free School District Meeting Information Date: 8/29/2015 Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa This meeting is being held to plan for the assessment of Isiah Hoyte. We will go over the target behaviors as reported by school staffRead MoreWilliam Shakespeare s The Lord Of Find Refuge And Empowerment 1164 Words   |  5 PagesIsiah 40:29-31 says, â€Å"He gives strength to the weary and increases the power of the weak. Even youths grow tired and weary, and young men stumble and fall; but those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint (NIV).† It is important for a Godly woman to maintain a good balance between submissiveness and strength. However, when we find ourselves lacking in the strength that we need to carryRead MoreMichael Jord The World Of Sports1460 Words   |  6 Pagestwo of college basketballs highest honors (Aldridge). Jordan started his NBA career in 1984 when he was selected by the Chicago Bulls in the first round as the third pick (Aldridge). Originally when Jordan was first drafted to the Bulls they were a losing team. He Jordan showed that he could fix them when he was named an all star and received rookie of the year. The next year in his second season jordan missed 64 games although when he returned he scored 49 points in his first game and then in theRead MoreA Reflection On The Social Media1432 Words   |  6 PagesGoing on the social media that I have such as Facebook, Instagram, Etc. you see people who have these pictures of them losing twenty pounds or a transformation from an awkward teen into the beautiful person they are today. While those things are really good and inspirational I want to focus on a transformation in the spiritual aspect. I kept getting a feeling that I should write about this and to include some of my own personal experiences. Now this isn t an article where I wan t people to feel badRead MoreThe Journey Of Two Young Inner City Boys : Arthur Agee And William Gates1432 Words   |  6 Pagesbetween Luther Bedford and Gene Pingatore’s ideologies provide a clear example of the commodification of major High School athletics. Coach Pingatore coaches for his ego. This is why he constantly reminds everyone throughout the film that he coached Isiah Thomas. It is also illustrated by his obsession with going down state. William suffers a minor knee injury at the beginning of his junior year. When he returns to practice he is clearly still in pain and Coach Pingatore challenges him, calling himRead MoreSexual Harassment : A Type Of Physical Assault2045 Words   |  9 Pagesonly in the underclass people, but also within the high class, the well know, the famous people. In the article of â€Å"Sexual Harassment†, found in the St. James Encyclopedia of Popular Culture, 2015 written by Rosemarie Skaine, informs us that when Isiah Thomas was coach for the New York Knicks, he was accused of sexual harassment towards a former team executive, Anucha Browne Sanders. When Sanders revealed this story, the owner of the team, James Dolan, fired her because he considered her claimsRead MoreBook Report : I Wan Na Be Written By Dennis Rodman2579 Words   |  11 Pagesfor the tournament and attracted the eye of the Detroit Pistons team. Dennis was drafted 3rd in the 2nd round of the NBA draft to the Detroit Pistons. Coach Chuck Daly had put together a team of â€Å"Bad Boys† known for playing hard-nosed basketball. Isiah Thomas was leader of the team while Dennis was more of a role player. The Pistons made it into the 1987 playoffs where they were put out by the Boston Celtics in a mentally and physically tough series. Rodman had feuded with Dennis Johnson, a player

Human Rights (1420 words) Essay Example For Students

Human Rights (1420 words) Essay Human RightsOn December tenth 1948 in the Palis de Chaillot in Paris, the United Nations General Assembly adopted the Universal Declaration of Human Rights. The document is made up of thirty articles which deal with a series of basic human rights and duties. It follows the premise that the declaration is a common standard of achievement for all peoples and nations, to the end that every individual and every organ of society, keeping this declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the people of member states themselves and among the people of territories under their jurisdiction. However this is not always the case, infraction to the human rights code are all too often practiced, today as much as 50 years ago. War crimes in the former Yugoslavia, terrorist acts in the Gaza s trip, Political prisoners in China, the disappercidos of Chile and Argentina, female genital mutilation in orthodox Muslim communities are all too common. However the message this document stands for is one for the universality of man and woman kind alike. It tells of such basic rights as freedom and life that are owed to every human being regardless of the language she speaks. They are inalienable in the fact that human rights have no boundary and are sovereign to no king or state. Shue seems to disagree with this, since in describing the comparative advantage theory of government he mentions that each nations own government (or other social institutions) are best able to care for the welfare of the people of that nation This latest theory provides some backing for cultural soveirgnty, however it does so by demeaning the universality of human rights, and is therefore unacceptable with what Im choosing as a moral standpoint. As I mentioned human rights start with the basics (freedom , life) and develop further into the right of peaceful assembly and the right to education. Perhaps the most obvious thing to be said about rights is that they are constitutive of the domain of entitlements. They help to define and serve to protect those things concerning which one can make a very special kind of claim a claim of right. To claim or to acquire anything as a matter of right is crucially different from seeking or obtaining it as through grant or privilege, the receipt of a favor, or the presence of a permission. To have a right to something is, typically, to be entitled to receive or posses or enjoy it now, and to do so without securing the consent of another. As long as one has a right to anything, it is beyond the reach of another properly to withhold or deny it. In addition, to have a right is to be absolved from the obligation to weigh a variety of what would in other contexts be relevant considerations; it is to be entitled to the object of the right . without an ymore ado. To have a right to anything is, in short, to have a very strong moral or legal claim upon it. It is the strongest kind of claim that there is.Cultural Rights Against Individual RightsAs explained above human rights are of an essential nature for the benefit of man and woman kind alike. It is on the base of this necessity that I consider cultural rights as an attack against human rights. Cultural rights have been proposed as a mean to the object of cultural preservation. It is questionable weather the preservation of culture for the benefit of the individual is more valuable than that individuals claim to his/her natural rights. Once again the argument of the right to exit comes up. If an individual has the option to leave than no injustice is forced upon him or her. This philosophy is erroneous on multiple levels. For starters if something is essentially wrong, and any action to violate natural rights is, then there can be no rationalizing it . Second, if the value of cul ture is as deep as cultural activists say it is (this I dont intend to argue) then it is obvious that to leave ones culture can be a devastating experience (this is the only point where my views are separate from Hartneys, he considers exit from a culture a relieving occurrence, I obviously disagree out of personal experience) . A cultural bond is often interlinked to family and friends and leaving the culture would provide freedom in a desert of social solitude. Further we must consider that around the world there are many society were the financial means of exit are not accessible to the majority of individual. And as a final critique of the afore mentioned theory there is the possibility of a lack of option or even knowledge . A person granted with the right to leave might not have any other culture or faith available to him/her to be adopted into, or the lack of knowledge prevents him/her from making an educated choice or in some cases from even knowing that his/her rights were being infringed upon. After pointing out the necessity for cultural preservation and having exposed the inconsistency between cultural and human rights we must now decide if there is any way to mate the two such as to find an happy medium. One could forward the idea that human rights come in a certain order ant that is not coincidental that the basic natural rights come before ones right to culture and assembly. However this would be a low-grade simplistic approach. I prefer to tackle the problem drawing a parallel out of Hartneys theory. He supports a theory of value-individualism where by all goods are good because they contribute to the well being of individual human beings. Further he states that If we assume that communities are valuable and ought to be protected, the next issue is weather this protection can, or should, take the form of rights. This issue involves two sets of distinctions between moral and legal rights (and) the debate about collective rights is flawed by a fa ilure to discuss each kind of right separately. The second distinction is thatbetween the conceptual question weather rights moral or legal can ever inhere in collectives, and the substantive question weather the protection of communities requires that they be endowed with rights. A legal rights implies that the law has forced a criteria to be followed, while a moral right implies that there is an individual good to be respected. The law has a tendency of dealing with groups as single entities, therefore any legal rights bestowed by a government onto a group would not be of a collective nature. Further all claims to any group moral rights that may seem to prevail over individual rights, when analyzed, boil down to a statement of individual rights, with the attempt of administering them via a group entity. Individual rights require governments to refrain from interfering in peoples lives, while group rights require them to provide services. In conclusion I would like to say there is no justification for moral rights to be granted to groups. However cultures are to preserved as a value for the individual, and if legal rights (the only type of rights available to groups) are to be granted to do so then provisions need to be taken to point out that legal rights as issuances of the government, cannot interfere with the greater cause of Human Rights. Bibliography1.Darlene Johnston, Native Rights as Collective Rights: A Question of Group Self-Preservation, Canadian Journal of Law and Jurisprudence, Vol. 2/1 (1989), pp. 19-34. .u069f56e9192f90429788d37250e14ac5 , .u069f56e9192f90429788d37250e14ac5 .postImageUrl , .u069f56e9192f90429788d37250e14ac5 .centered-text-area { min-height: 80px; position: relative; } .u069f56e9192f90429788d37250e14ac5 , .u069f56e9192f90429788d37250e14ac5:hover , .u069f56e9192f90429788d37250e14ac5:visited , .u069f56e9192f90429788d37250e14ac5:active { border:0!important; } .u069f56e9192f90429788d37250e14ac5 .clearfix:after { content: ""; display: table; clear: both; } .u069f56e9192f90429788d37250e14ac5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u069f56e9192f90429788d37250e14ac5:active , .u069f56e9192f90429788d37250e14ac5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u069f56e9192f90429788d37250e14ac5 .centered-text-area { width: 100%; position: relative ; } .u069f56e9192f90429788d37250e14ac5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u069f56e9192f90429788d37250e14ac5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u069f56e9192f90429788d37250e14ac5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u069f56e9192f90429788d37250e14ac5:hover .ctaButton { background-color: #34495E!important; } .u069f56e9192f90429788d37250e14ac5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u069f56e9192f90429788d37250e14ac5 .u069f56e9192f90429788d37250e14ac5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u069f56e9192f90429788d37250e14ac5:after { content: ""; display: block; clear: both; } READ: Treatment of Women in Trifles Essay 2.Chandran Kukathas, Are There Any Cultural Rights?, Political Theory, Vol.20 (1992), pp.105-1393.1948 General Assembly of United Nations, Universal Declaration of Human Rights, Adopted on Dec. 10th at the Palais de Chaillot, Paris. 4.Goeffrey Brennan and Loren Lomasky, Politics and Process, Cambridge University Press, 1989. 5.Carole Pateman, The Problem of Political Obligation, University of California Press, 1985. 6.Henry Shue, Basic Rights, Princeton University Press, 1979. 7.Joel Feinberg, Rights,Justice, and the Bounds of Liberty, Princeton University Press,19808.Alan Gewirth, Human Rights, The University of Chicago Press, 19829.David Lyons, Rights, Wadsworth Publishing Company, 197910. Michael Hartney, Some Confusion Concerning Collective Rights, Canadian Journal of Law and Jurisprudence, Vol. 4/2 (1991), pp. 293-314

Out of the Silent Planet free essay sample

â€Å"Out of the Silent Planet† by C. S. Lewis Essay 1 (Character sketch) C. S. Lewis’ Out of the Silent Planet follows the adventures of Dr. Elwin Ransom, a philogy professor at Cambridge University, who while on a walking tour of the English countryside was drugged and kidnapped by two men, Devine and Westin. He is then taken to the planet of Malacondra. Through his travels of the unknown planet, we learn that Dr. Elwin Ransom is a very intelligent man with quick response and philosophical mind. In the first chapter of the novel, we learn that Ransom is a very well educated and intelligent man. At Cambridge he taught linguistics. This worked to his advantage, especially after escaping his captors, when he came across a civilized group of natives by the name of Hross. Ransom lived among the Hross for several weeks. Within that short period of time, he was able to learn their language and communicate with them. We will write a custom essay sample on Out of the Silent Planet or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The author writes, â€Å"but the real revolution in his understanding of the Hrossa began when he had learned enough of their language to attempt some satisfaction of their curiosity about himself† (39). Not only was he able to master their language, but he was actually able to gather information from the different species and learn the entire history of Malacondra. In addition to this, Ransom learned that the Malacondrian society is made up of three distinctly different but equal species, each with different roles to play. Elwin Ransom was also a philosophical man, occasionally drifting off into deep sessions of thought. As the spacecraft entered Malacondra’s atmosphere, Ransom thought about how space is vibrant and alive, and that the planets are actually the â€Å"dark† places among the bright heavens. â€Å"How indeed should it be otherwise, since out of this ocean the worlds and all their life had come? He had thought it barren; he saw now that it was the womb of worlds, whose blazing and innumerable offspring looked down nightly even upon the Earth with so many eyes and here, with how many more!