Reflective Journal #1

Description

In chapter two, Slavin describes children’s cognitive development based on the theories of Piaget, Vygotsky, and Bronfenbrenner. Their theories derived in the early 1900’s to present. Piaget believed that, “a child’s intellect, or cognitive ability, progresses through four distinct stages” (Slavin, 2012, p. 25). Piaget’s stages include Sensorimotor (birth – 2 years), Preoperational (2 – 7 years), Concrete operational (7 – 11 years), Formal operational (11 years – to adulthood). Vygotsky believed first that, “intellectual development can be understood only in terms of the historical and cultural contexts children experience” (Slavin, 2012, p. 33). Secondly that, “development depends on the sign systems that individuals grow up with: the symbols that cultures create to help people think, communicate, and solve problems” (Slavin, 2012, p. 33). Bronfenbrenner believes that social and institutional influences a child’s development, “from family, schools, places of worship, and neighborhoods, to broader social and political influences, such as mass media and government” (Slavin, 2012, p. 36).

Analysis

            As teachers plan lessons and assignments, they should be aware of where their students are at cognitively. This is also important for parents as well as they teach their children how to determine objects, talk, and read. Piaget suggests the following major accomplishments at each stage: Sensorimotor – Formation of concept of “object permanence” and gradual progression from reflexive behavior to goal-directed behavior. (Slavin, 2012, p. 27)

Preoperational – development of the ability to use symbols to represent objects in the world. Thinking remains egocentric and centered. (Slavin, 2012, p. 27)

Concrete operational – Improvement in ability to think logically. New abilities include the use of operations that are reversible. Thinking is decentered, and problem solving is less restricted by egocentrism. Abstract thinking is not yet possible. (Slavin, 2012, p. 27)

Formal operational – Abstract and purely symbolic thinking is possible. Problems can be solved through the use of systematic experimentation. (Slavin, 2012, p. 27)

Slavin, the secondary source, cites Berk (2013), the original source, who summarizes how Piaget would implement teaching. Berk suggests that, “In addition to checking the correctness of children’s answers, teachers must understand the processes children use to get to the answer” (Slavin, 2012, p. 32). This is important so teachers are able to see and understand children’s current level of cognitive functioning. Another implication, as suggested by Berk, is recognizing, “the crucial role of children’s self-initiated, active involvement in learning activities” (Slavin, 2012, p. 32). Teachers should provide a variety of activities that give children the initiative to get involved in the physical world. Berk suggests as a third implication, “A deemphasis on practices aimed at making children adultlike in their thinking” (Slavin, 2012, p. 33). Ultimately, it could be less beneficial to move children along in their thinking before they are cognitively ready. Lastly, Berk suggests the, “Acceptance of individual differences in developmental progress” (Slavin, 2012, p. 33). According to Piaget, all children go through the same developmental sequence but they do so at different times. Therefore, teachers must differentiate in their classroom for the students who are in different stages of cognitive development.

Unlike Piaget, Vygotsky believed that learning precedes development. He suggested, “Development occurs as the child internalizes signs so as to be able to think and solve problems without the help of others, an ability called self-regulation” (Slavin, 2012, p. 33). The three steps of self-regulation as it involves independent thinking and developing internal structures are the following (Slavin, 2012, p. 33):

1.     Learning that actions and sounds have a meaning

2.     Practice

3.     The use of signs to think and solve problems without the help of others

Vygotsky’s main implications into the classroom include the zone of proximal development, scaffolding and cooperative learning. Students working within their zone of proximal development cannot yet accomplish tasks alone but could accomplish tasks with the assistance of more competent peers or adults (Slavin, 2012, p. 34). “The concept of a zone of proximal development implies that only instruction and activities that fall within this zone can be learned. Teaching content that is too easy or too difficult does not add to learning” (Slavin, 2012, p. 35). Scaffolding means, “providing a child with a great deal of support during the early stages of learning and then diminishing that support and the child take on increasing responsibility as soon as she or he is able” (Slavin, 2012, p. 34). Scaffolding does not simplify the task for the learner but provides the learner with building blocks to help them get to a place where he/she can take on the task on their own. Finally, Vygotsky suggests the use of cooperative learning which allows children to work together to help one another learn. When students are placed in groups with children at different levels, they are able to help each other learn.

Bronfenbrenner describes a bioecological approach. The importance of this approach is in, “emphasizing the interconnectedness of the many factors that influence a child’s development” (Slavin, 2012, p. 36). His model includes four levels, microsystem, mesosystem, exosystem, and macrosystem. The child only is included in the microsystem. The mesosystem includes neighborhood play area, day-care center, peers, doctor’s office, place of worship, family, and school. The exosystem includes neighbors, legal services, school board, community health and welfare services, workplace, mass media, friends and family, and extended family. The macrosystem includes broad ideology, laws, and customs of one’s culture, subculture, or social class (Slavin, 2012, p. 37, Figure 2.5).

Reflection

What did this concept mean to you?

How did you feel about his concept?

How is this concept significant concerning the context of your classroom?

How did this event change or confirm your knowledge or beliefs about teaching?

            When I took psychology in high school and educational psychology during my undergrad, I did not critically think about the understanding of these theories as a teacher. Now that I have two years of teaching beneath me, I read this chapter with a whole new insight. As I was reading, I was able to think about my students and where their cognitive abilities lie. I was able to create a mental picture of how I believe these theories take place in my classroom; Piaget, Bronfenbrenner, and Vygotsky. Piaget’s theory suggests the ways in which children develop in stages and at different times. I notice this in my classroom because every one learns differently and at different levels. Next, I believe Bronfenbrenner’s bioecological approach is important before moving toward Vygotsky’s. I think the importance of this approach is getting to know my students, what is affecting them outside of school and how that affects them in school. Finally, after understanding my students and their surroundings, I would use Vygotsky’s theory in order to plan my lessons around my students, incorporating scaffolding and cooperative learning.

            I had a student (I will call him Alex for security purposes) this past year who I could not understand for the longest time. When Alex first came to me during the first semester, he would sit quietly and not do anything. As days turned into weeks, I noticed that he was absent or tardy a lot, he was avoiding work, resisted help, he would run off when I was taking the class to the bathroom or the library, and he stayed in the office due to his challenging behavior. For a while, I just wanted him out of my room so I could teach without disruptions or distractions to other students. Finally, I began to realize that his behavior stemmed from his inability to do work. I realized that I had this sixth-grade student who was on a second-grade level. Alex is in the stage of concrete operational and his zone of proximal development is way below his peers. In order for Alex to complete assignments, he needed constant assistance because of his reading level. After working with administration and getting to know Alex more, we learned that he lived with his parents, grandmother (who he shared a room with), and six other boys. Alex attended three different schools during his time in elementary school, and in the last three years he missed over 120 days of school. This is where Bronfenbrenner’s bioecological approach became very important. His lack of development outside of school due to his surroundings hindered his academic development in school. Working within Alex’s proximal development and knowing what he enjoyed meant having him draw a comic book and explaining to me the story verbally. Once I understood Alex and what he could and couldn’t do, I was able to work with him at his level and he was more receptive to me as well.

            I think it was really important for me to review these different theories of cognitive development now that I am a teacher because it reminded me of how children develop, when they develop (at different times), factors that affect their development, and how to teach them through their zone of proximal development, scaffolding, and cooperative learning.

Reference

Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). NY, NY: Pearson.