Analyzing Bandura Vygotsky Piaget Modeling Stages Essay

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¶ … Bandura and Vygotsky, in their percepts on the link between cognitive development and social world. The existing belief regarding these theories is that they take different views of the phenomenon; in this work we explore the differentiating factors that contribute to that belief; we also dwell on the factors on which the theories agree with each other.

Cognitive Structure of Children

According to Piaget, the cognitive structures of children are constructed by inherent capabilities, when they work on interesting issues. This process helps them to think and undergo several transformations known as stages. These stages show the kind of issues that the children will find interesting, setting off their curiosity regarding those problems; this theory posits a challenge to that of imitation theory as the children are directly interested in models whose behaviour is more complex than their own. The same reason explains why children are often seen with older children, trying to imitate their behaviour. Bandura, however, is an environmentalist and states that the theory that children creating their own ideas and discoveries is appealing, but the minds of the children are structured by the environment, the social training and models that are provided by the environment (Bandura's Social Learning Theory, p. 213). Vygotsky, on the other hand, states that direct or egocentric speech performs a primary, positive function by turning into an inner speech and guiding in the evolution of behaviour patterns of children (Vygotsky's Social Historical Theory of Cognitive Development, p. 241).

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Developmental function of symbols

Essay on Analyzing Bandura Vygotsky Piaget Modeling Stages Assignment

Bandura addresses the topic of developmental function of symbols in much detail. Vygotsky states that language is the most prevalent symbol in human functioning and once it is developed by the individual, the speed of development and learning is rapid (Bandura's Social Learning Theory, p. 206) Page number?). Vygotsky, however, emphasizes that "the egocentric speech is highly useful and an important way station on the road to inner speech" (Vygotsky's Social Historical Theory of Cognitive Development, p. 234). Bandura states that self-construction is not only an issue of reflecting one's private experiences based on the person's social and personal experiences; children with time form a symbolic representation of their own self as someone capable of making things happen without other's help. He mentioned that without the ability of using symbols, the individuals will face impediments in developing without a strong belief system, making them susceptible to unhealthy development (Bandura's Social Learning Theory, p. 213) Pg. no.).

Observational learning is Dependent on the Use of Symbols

According to Vygotsky, Cognitive development is a function of social, historical, and cultural interaction and not merely a function of individual construction. He believed that an individual creates psychological tools to polish their behavioral functionalities, among which language development is the most important facet. A child mediates cognition when he/she acquires language; this creates new links with the environment as well as behavior. He opined that the mental procedures occur between individuals, so what the children can perform with the aid of others indicates development of their intellect rather than the things they do on their own. This is the base of Zone of Proximal Development that he defines as the distance between the "actual developmental level as determined by independent problem solving' and "the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (Vygotsky's Social Historical Theory of Cognitive Development, p. 244). Therefore, the teachers have the power to be instructors as well as guides, which adds a powerful social aspect to psychological development.

Consistent with such a view, the concept of observational learning and modeling by Bandura is in agreement with constructivism, as he states that "the teacher's verbal descriptions, together with a demonstration, usually teach us most of what we need to know. This is fortunate, for if we had to learn to drive exclusively from the consequences of our own actions, few of us would survive the process" (Bandura's Social learning theory p. 206). The ZPD or Zone of Proximal Development by Vygotsky is easily one… [END OF PREVIEW] . . . READ MORE

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