美国普林斯顿代写Assignment:儿童发展和学习

2018-07-15 20:34

上世纪二三十年代初，俄罗斯心理学家维果茨基(Vygotsky)提出了一种儿童发展和学习的观点，与他同时代的皮亚杰(Piaget)截然不同。皮亚杰的工作获得了认可，并在教育和教学实践领域产生了巨大的影响。然而，正如Schaffer(1996)和福克纳和Woodhead(1999)所强调的那样，Vygotsky于1934年去世，他的思想直到最近才被认可，在20世纪60年代和70年代被翻译成英语，从俄语翻译过来。维果茨基批评皮亚杰的基本观点，即发展过程从婴儿时期开始，随着孩子在一段相对自我中心的时期中成长，最终达到他或她的思想和行为社会化的阶段。他认为，这种方法“排除了在学习过程中激活的那些功能的发展或成熟过程中，学习可能发挥作用的观念”(Vygotsky, 1978, p.79)。而皮亚杰则认为孩子最初是以自我为中心的，只是逐渐变成了一个社会性的存在，维果斯基完全改变了这一观点，表明即使是最小的婴儿也具有深刻的社会性。维果茨基认为，与皮亚杰不同的是，发展从社会转移到个人，孩子通过与他人的互动逐渐获得自我意识和反思能力。
美国普林斯顿代写Assignment:儿童发展和学习
Vygotsky, a Russian psychologist writing in the 1920s and early 1930s, presented a view of child development and learning which was radically different from that of his contemporary, Piaget. Piaget's work achieved recognition and subsequently became highly influential in the realm of education and teaching practice. However, as highlighted by Schaffer (1996) and Faulkner and Woodhead (1999), Vygotsky died in 1934 and his ideas became recognised only more recently, having been translated, during the 1960s and 1970s, into English from Russian. Vygotsky criticised Piaget's basic notion that the developmental process begins in infancy with the child progressing through a period of relative egocentricity, eventually reaching a condition in which his or her thinking and behaviour become socialised.  He suggests that this approach “precludes the notion that learning may play a role in the course of development or maturation of those functions activated in the course of learning” (Vygotsky, 1978, p.79).  Whilst Piaget, then, essentially saw the child as initially egocentric, only gradually becoming a social being, Vygotsky turned this view completely around, suggesting that even the youngest infant is profoundly social.  In contrast to Piaget, Vygotsky believed that development moves from the social to the individual, the child progressively achieving self-awareness and a capacity for reflection through his or her interaction with others.

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