Date post: | 22-Apr-2015 |
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Education Studies
Session Three
Key Learning Theories 2:
•Constructivism•Social-Constructivism
How do children learn?
Today we are thinking about…..Key theories of learning
Last time:
Behaviourism
Social Learning Theory
This time: Constructivism Social constructivism
How theories of learning relate to practice
Reading FeedbackFocus: Key Learning Theories 2: Constructivist and Social Constructivist perspectives
Questions:
1. “Piaget believed that infants are born predisposed to adapt and learn from their environment” (Rodd, 1996, p.31). What does this mean?
2. What is the zone of proximal development?
3. How do the constructivist (Piaget) and social constructivist (Vygotsky/Bruner) perspectives differ?
Your answer to the question
How might this impact on my teaching
Additional information from larger group
Additional information
Theories of learning
ConstructivismSocial constructivism
Big questions:How do children acquire
knowledge?What is the adult’s role?What is the child’s role?
Children as co-constructors of knowledge
Children as competent and confident learners with their own theories about the world and how it works
Children and adults will bring their own ideas, theories and experience and knowledge and seek to make meaning as they explore and investigate together
Adult needs to acknowledge children’s skills and knowledge and realise that they do not have control over the final outcome of the experience.
Constructivism Key Ideas
• The child constructs meaning of the world through exploration and experimentation. Learning is active
• The child evolves & refines schemas with experience and practice.
• Child as scientist
Key IndividualsJean Piaget
Key ConceptsSchema, Stages of Development
ImplicationsIndividual experiencesAge appropriate curriculum
Piaget’s stages of development
Constructivism (Piaget)
How do children acquire
knowledge?
What is the adult’s role?
What is the child’s role?
Social Constructivism
Key Ideas Learning is a social processLearning is dependent upon social relationships themselves situated within a cultural context
Key IndividualsLev Vygotsky, Jerome Bruner
Key ConceptsZone of Proximal Development, Scaffolding
ImplicationsOrganisation of opportunities for collaborative workLearning = interpersonal then intrapersonal
Vygotsky video/or activity
Vygotsky's Zone of Proximal Development
Zone of Proximal Development
How do we support learning?
Learning happens as the child adapts to the environment. The ’little scientist’.
Learning happens as a more able other supports the child in understanding their environment through social interaction.
Piagetian perspective
Vygotskian perspective
assessment
Students assessed against norms; summative and diagnostic testing
Individual assessments, student in consultation with teacher; emphasis on formative assessment
organisation
Setting by ability levels No clear reason to set
planning Establishment of whole class targets with some individual targeting
Individual target-setting
teaching Whole-class teaching with individual tuition-not necessarily transmissive
Individual and small-group work;Whole class teaching not excluded
Key Ideas
• ‘Readiness’ for learning
• The spiral curriculum
• The learning context –social/cultural implications
• The role of language in thinking & reasoning: a ‘tool of thought’
Jerome Bruner (1915- )
Scaffolding• Creating a supportive environment• Importance of social interaction
(scaffolding occurs all the time – parents, other children...)
• Challenge
Bruner; Key ideas
Development:• Enactive representation – doing• Iconic representation – pictures and patterns• Symbolic representation – language
Urie Bronfenbrenner (1917-2005)
Social Constructivism
How do children acquire
knowledge?
What is the adult’s role?
What is the child’s role?
Consider the questions:
What does play look like?Why is play considered to be important for learning?
For Next Time….Parker-Rees, R. (2010) ‘Active playing and learning’ in Parker-Rees, R. and Leeson, C. (eds) Early Childhood Studies: An introduction to the study of children’s worlds and children’s lives (3rdEd), Exeter: Learning Matters Ltd