Piaget & Vygotsky Views on Instructional Methods, Essay Example

The measurement of development on perceptual, sensory, and action are purposely dividing the timing intervals that focus on actions performed by an individual. This capacity models intent to increase speed, and increase understanding the subject (Broderick, et al. 2010) as Piaget (1936) and Vygotsky (1987) argued the difference in the sensory-perceptual application in an education-based dimension. In which, it demonstrates the speed and exposures that an adolescent child could collect, memorize and understand the concept and torole play the socialism/individualism (dualism) concept.

Compared to, the notorious Piaget (1936) theorized the notion of cognitive information processing is through writing. Of which it affects student’s ability to develop the eye-hand-motor skills at the same time as the memory capacity adopt the new information as processed. In which, it impedes the adolescent from gaining the ability to build new information to think abstractly but to think rational (Rauterburg, 2005).

In oppose of Vygotsky perspective in a classroom setting, for example, the adolescent is to listen to the teacher as she instructs the student to read one part of the paragraph out aloud and the teacher questioned the passage of the paragraph, to assess the sensory processes and perceptual measurements in regards to the passage. Even Vygotsky’s formulation, the Zone of Proximal Development (ZPD), is conceptually vague Moll, 1993).

This problem-solving approach is a matrix, as the primary goal to mold the literacy model, of scaffolding (teacher-student relationship) and socialcultural (environmental/biological exposures) practices.  present the effects of the learned society that often could explain the perceived cognitive levels of development (Reid, 1998). Vygotsky’s (1987)entrocenterism concept is through practice, knowledge, and familial of environment that an adolescence have adapted to the routines of information processing system and how it is collected through sensesthat is easily repetitive for adolescents to adapt and apply the knowledge of processes into an action. That is in another words, proactive/retroactive interferes an old knowledge with learning new and transform the new knowledge with recalling old. As Broderick & Blewitt (2010) noted that possessed knowledge can also lead to false memories that reflects their stereotyped beliefs.

Refrences

Broderick, P. & Blewitt, P. (2010) The Life Span Human Development for Helping Professionals, 3rd Ed.; Upper Saddle River, NJ; Pearson Education, Inc.

Moll, L. (1993) Vygotsky & Education: instructional implications & applications of sociohistorical psychology. Canadian Journal of Education. 18 (3) 181-183

Rauterberg, M. (2005) Human Perception, Cognitive, and Action. Retrieved July 5, 2011 from: http://www.idemployee.id.tue.nl/g.w.m.rauterberg/lecturenotes/JFS-lecture/JFS-USI-primer-3b.pdf

Kim Reid (1998) Scaffolding: A broader view. Journal of Learning Disabilities. 31(4), pp. 386-396. Retrieved July 5 2011 from ProQuest Educational Journals

Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, Vol. 1: Problems of general psychology (N. Minick, Trans.). New York: Plenum.