theorists comparisons HDF 2890

Erikson’s focus on crisis and recognition that tensions and crisis are important parts of development is reminiscent of what other theory we have studied?

This is reminiscent of attachment theory because of the moment of synchronicity but also moments of separation/disconnection. 

How did Erikson think about stages? Was he a strict stage theorist like Piaget? Why/why not?

Piaget had a strict stage concept of five components. Erikson's theory does not include hierarchical integration and universality could be argued as well, specifically the stage of adolescence being controversial. Erikson's stages are looser and can be revisited/resolved. 

What are the similarities between Erikson’s theory and Freud’s theory?

• Both stage theories 

• Give examples of things that happens when you don't resolve things positively  

• Internal conflict 

• How your personal desires interact with larger cultural context though Freud not as much on larger cultural context 

• Stress biological development 

• Place conflict at the center of development  

What are the differences between Erikson’s theory and Freud’s theory?

• Eriksons stages are more flexible and you can still move all the way through stages even without moving through them positively  

• Eriksons are all across the life course 

• Freud is focused more on individua rather than larger cultural context 

• Erikson Looks more at role of society in shaping development 

• Freud focused on sexual and aggressive tensions while Erikson looked at whole person 

• Erikson paid more attention to broader relationships  

• No real ages for Erikson 

• Erikson theory was based on direct observations while Freud used retrospective accounts in therapy for his theory 

Explain what Vygotsky meant by development proceeding from intermental to intramental, and explain how this differs from Piaget’s understanding of development. How do their different views here explain why each theory was placed in the family of theories that Newman and Newman placed them in? How do their differing views also highlight a major difference in underlying principles guiding their theories?

how are Vygotsky and Piaget different

Vygotsky suggested that the potential development of a child, or what they were capable to with assistance, reflected development that was in the process of maturation. ZPD allows children to learn skills to complete tasks or meet goals, and to eventually master them on their own. Learning such skills allows children to advance to the next level of development. The Zone of Proximal Development characterizes development as a continuous process, in which instruction should move ahead of development and should teach content and cognitive strategies in a relevant format. Piaget believed that development was discontinuous and that children would be developmentally ready to learn at specific stages. Vygotsky underestimates the role of the individual differences and biological factors in one’s development. He also undermines the role of the individual as an active player in their development.  

What would the best learning (and teaching) be that is responsive to Vygotsky’s concept of the ZPD? How does this differ from Piaget’s view of the best learning and teaching?

Scaffolding is the best learning that is responsive to ZPD. Scaffolding is characterized by meeting learners where they are developmentally and helping them build the skills to master a task or lesson. Vygotsky believes that learning should come before development and that help should meet a learner where they’re at. Piaget believes development comes before learning.

Think about the educational/instructional implications of Vygotsky’s theory versus Piaget’s. How would each think about the role of the teacher in a formal educational setting? What kind of classroom would each think is best to have/design? What kinds of activities would each be most interested in providing for children? I.e., what would each advocate for? Explain why.

Role of a teacher in a formal educational setting  

Vygotsky 

• Scaffolder within ZPD, active guidance, mediated learning activities  

• Classroom design:  

• Activities: group exploration, lots of cultural tools 

Piaget 

• Facilitate exploration by providing stimulating environments 

• Classroom design: lots of materials to explore with, novel problems and situations that promote disequilibrium, activities aligned with developmental stages 

• Activities: Independent exploration 

(piaget and vygotsky)What do you think each would recommend for parenting practices that would best support their children’s cognitive development?

Piaget 

• Offer rich and stimulating environment 

• Pay attention to cognitive development and where they are at do not go above things they can do 

• Encourage active exploration 

  Vygotsky 

• Scaffold things within ZPD 

• Engage in lots of meaningful conversations for intermental develpment  

• Encourage collaboration and learning from others 

• Use language as a tool as well as other cultural tools 

• Recognize symbolic play as a leading activity 

Think about an intermediate level college class where a student is really struggling with the course material. How would Vygotsky likely think about and respond to this situation? Compare this to how Piaget would likely think about and respond to this situation?

Vygotsky- work with others to scaffold concept, use cultural tools like language or flashcards, connect it to concepts you already know to scaffold, work within your ZPD and have people help you within it, use intermental to intramental processes by talking to others/peers to internalize material 

Piaget- don't seek help immediately experiment and try to solve the problems yourself, the person needs to work with the material in a hands on manner to explore it and learn it. Piaget may consider if the material the person is learning aligns with where they are cognitively in their development.  he also might see the student struggle and wondeirng if they are having trouble adapting to the new concepts such as trouble assimilating or accommodating the new information

Not directly covered but use your critical thinking skills: What type of attachment style might children of the Zinacantecos be wrongly classified as if the Strange Situation is used to assess attachment between a parent and infant?

insecure avoident?

what are children viewed as in paigetian and Vygotskian theory?

The metaphor “little apprentice” is more appropriate for Vygotsky’s image of the child, because according to Vygotsky, children learn from others and take it in. 

The metaphor “Lone scientist” is more appropriate for Piaget’s image of the child, because according to Piaget, children take on a much more active role in their own development and their mind in figuring things out.

what are the feedback mechanisms in DST similar to in other theories we have learned about

they are similar to operant conditioning

what is self stabilization and adaptive self organization similar to in other theories?

adaptation: accommodation and assimilation