Vygotsky Learning Theory

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Learning Theory and The Role It Plays in Education
Learning theories are used every day in classrooms all over America, educational theorist Lev Vygotsky, Jean Piaget, Benjamin Bloom and Jerome Bruner introduced constructivism and social constructivism theories (cognitive development, social development, and developmental). The theories developed by Vygotsky, Piaget, Bloom, and Bruner share similarities and differences, and throughout the years have been compared for educational discoveries. Learning theories are extremely important for educators, because learning is an active process.
Theorist/Theory #1
Lev Vygotsky and the Zone of Proximal Development (ZDP), is the belief that students learn from adults who are more advanced
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The result of the difference between the level of development led by learning and the level of natural unmediated development (with no help from teachers or more knowledgeable peers) produces ZPD (Levykh, M. G., 2008, p.89).
It comprises cognitive structures that are still in the process of maturing, but which mature under the guidance of or in collaboration with others. Vygotsky believed learning experiences (language and culture) were key in cognitive development and provided students with the framework to learn and master concepts. Vygotsky believed all students had an actual level of development, and with the guidance of a teacher students become capable of reaching and mastering concepts.
Vygotsky and Bruner both believed that adults (teachers, adults, and parents) play a large role in students learning. Piaget however, believed that peer to peer interaction was more important, Piaget saw the child’s development as leading learning(self-initiated) and Vygotsky saw learning as leading development (social contributions) (Peters, J., Strout, D., 2011, p.27). Vygotsky and Piaget both believed that learners construct their own knowledge and that a deeper meaning goes beyond perception (Peters et al., 2011, p.27). Vygotsky (although much of his work was not completed because of his early death) created a successful framework for direction
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et al., 2011, p.27). Vygotsky and Bruner did not believe in stages like Piaget, however viewed learning as a continuous. Piaget’s theory can be applied to teaching and learning through counting (which is a rote task and is introduced in the pre-operational stage) and maturation (which should measure child’s maturity Formal operational stage). “Cognitive development be considered like a range connecting the contact of four aspects counting, maturation, energetic practices or knowledge, societal contact and wide-ranging balance development” Ghazi, S. et al., 2014,
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