Student Centre | Instructor Centre | Information Centre | Home

Child Psychology: A Contemporary Viewpoint, First Canadian Edition

E. Mavis Hetherington, University of Virginia
Ross D. Parke, University of California
Mark Schmuckler, University of Toronto at Scarborough

Cognitive Development: Piaget and Vygotsky

Application Questions


1		Present your operational definition of "thinking". In your opinion, when are infants capable of thought? How does your view compare with that of Piaget's?



2		To stimulate the mind and encourage curious learners, individuals need opportunities for experimentation and reflection. The pressure to cover the material in school curriculum guides and the sameness of classroom routines can limit such experiences. All too often teachers seek the "right" answer rather than asking probing questions to understand and further a student's thinking. This weakens mental muscles. Challenging students to construct meaning - to develop perspectives, to think independently, to take risks with problem-solving and decision-making - these dispositions can encourage intellectual autonomy and curiosity. Describe a situation from your schooling where you were hindered from intellectual exploration. Now, describe a situation from your schooling where you were helped towards intellectual exploration.



3		An essential strategy in resolving disputes is the ability to see things from another view. Young children need adult help in learning this perspective taking. Vygotsky's theory explains that children can perform at higher levels with assistance than they can alone. Consider the following case scenario. Donnie's pencil fell off his desk onto the floor. Felicia picked it up and claimed it was hers. If you were their teacher, how would you apply Vygotsky's notion of ZPG to help teach perspective taking?



4		"Time is used differently in Reggio preschools than in preschools in the United States. Experiences and themes last months, as opposed to the one- or two-week units typical in the United States. The children are never expected to move on to something new until they have exhausted their ideas fully. Often, in Reggio, children were observed painting at easels for an entire morning or working with clay for hours." (Seefeldt, C., 1995, Art-A serious work. Young Children, 50(3), p.42) Early childhood educators throughout the world realize that the process of learning is more important for children than the product. Since the process is given so much time at Reggio preschools, the children's products are extraordinary. Now, reflect on what learning experiences were most productive to you during your preschool and elementary years. Imagine you are deeply absorbed in a high interest project, a hobby or an art/craft endeavor, for example. How long can you go without interruption? What keeps you so engaged? Have you ever had a similar situation occur in a school setting? If so, describe. If not, why?



5		Erik Erikson identified eight stages of human psychosocial development, with each stage presenting a tension or crisis between opposing extremes that the individual needs to resolve on the road to maturity. The fifth stage, labelled identity versus role confusion, characterizes development during adolescence. Here, adolescents begin to sort out their sense of who they are as separate from family and friends. They more appreciate the perspectives of others and are better at role-taking. Review your own experiences during adolescence. What experiences supported your developing sense of self as unique and worthwhile? How are you fundamentally different from your closest friends?

2002 McGraw-Hill Higher Education
Any use is subject to the Terms of Use and Privacy Policy.
McGraw-Hill Higher Education is one of the many fine businesses of The McGraw-Hill Companies.