Vygotsky
- Zones of Development
widely used in educational system
Zone of Actual Development: What the child can do indepenently, without assistance.
Zone of Proximal Development: what a child can do with help of an adult, teacher, and/ or peer.
Zone of Eventual Development: what a child can not do even with help.
Vygotsky believed that as humans we are all about our culture, then that impacts our language, which then impacts our thoughts. This all adds up to impact our development. Vygotsky theorized inner speech and private speech.
Private speech is language used to think through problems
and learn new skills. Inner speech comes with further
development. It internalized the dialogue of private speech so that problems and skills are talked through in thought.
Check out the link below to learn more about private speech
https://youtu.be/XuDeh_raBx
Private speech is language used to think through problems
and learn new skills. Inner speech comes with further
development. It internalized the dialogue of private speech so that problems and skills are talked through in thought.
Check out the link below to learn more about private speech
https://youtu.be/XuDeh_raBx
Piaget is known for his theory of adaptation through assimilation and accommodation. He developed the idea of thought structure organized into schema. Individuals balance from equilibrium to disequilibrium and back to equilibrium through adaption. He categorized cognitive development into 4 categories: (SEE TABLE 5.1) Piaget believed these stages of development are discontinuous, irreversible, and universal for every child everywhere.
Children with special needs sometimes can be on lower stages physically and/or cognitively than their actual age. Fine motor skills are one of the most crucial developing areas for an Occupational Therapist.
Children with special needs sometimes can be on lower stages physically and/or cognitively than their actual age. Fine motor skills are one of the most crucial developing areas for an Occupational Therapist.
According to Piaget's Stages of Cognitive Development children have to go through sequentially. A child can not get to the next stage with skipping the stage prior to it. A child can not go backwards through the stages. These stages are very concrete and leave a child not much wiggle room.
Relating Cognitive Development to Occupational Therapy
As an Occupational Therapist in the school setting, I will be working with students with disabilities. It is important to understand what cognitive level these students are on, where they should be, and how to get them there. Occupational therapists are experts on determining how cognitive deficits can impact everyday activities and social interactions. OT’s have a broad background of knowledge in neurology as well as neuroanatomy which helps them to understand the impact of the brain disorder on deficits. Occupational therapists have the skills necessary to assess cognitive aspects of functional activities and come up with an intervention plan.
Piaget's Theory is handy for practioners working with children because it is concrete and simple. Since children can not skip a stage or fluctuate around the chart it is easy to know exactly the stage they are in and what is expected of them. This comes in handy to an Occupational Therapist when setting goals for students to reach because you can decide on realistic goals for the child.
Relating Cognitive Development back to me
When I was younger my mom would always tell me to stop talking to myself. I would always be extremely puzzled because I didn't think that I was talking out loud. Turns out, this is common and I was using private speech. Now, that I am older and have a little brother who is seven he does the same thing. When he is playing video games or action figures he is constantly walking us through play by play of what is going on in his game and in his head. We will always tell him to quiet down if we are out in public and he will reply the same way I did as a child and say, "I am not talking out loud, I am talking to myself."
Relating Cognitive Development to Occupational Therapy
As an Occupational Therapist in the school setting, I will be working with students with disabilities. It is important to understand what cognitive level these students are on, where they should be, and how to get them there. Occupational therapists are experts on determining how cognitive deficits can impact everyday activities and social interactions. OT’s have a broad background of knowledge in neurology as well as neuroanatomy which helps them to understand the impact of the brain disorder on deficits. Occupational therapists have the skills necessary to assess cognitive aspects of functional activities and come up with an intervention plan.
Piaget's Theory is handy for practioners working with children because it is concrete and simple. Since children can not skip a stage or fluctuate around the chart it is easy to know exactly the stage they are in and what is expected of them. This comes in handy to an Occupational Therapist when setting goals for students to reach because you can decide on realistic goals for the child.
Relating Cognitive Development back to me
When I was younger my mom would always tell me to stop talking to myself. I would always be extremely puzzled because I didn't think that I was talking out loud. Turns out, this is common and I was using private speech. Now, that I am older and have a little brother who is seven he does the same thing. When he is playing video games or action figures he is constantly walking us through play by play of what is going on in his game and in his head. We will always tell him to quiet down if we are out in public and he will reply the same way I did as a child and say, "I am not talking out loud, I am talking to myself."
Citations:
Boles, J. (2014). Cognitive Development. In Winsor, D., Murrell, V.S., & Magun-Jackson, S. (Eds.) Lifespan Development: An Educational Psychology Perspective (2nd ed)(Chapter 5).
Boles, J. (2014). Cognitive Development. In Winsor, D., Murrell, V.S., & Magun-Jackson, S. (Eds.) Lifespan Development: An Educational Psychology Perspective (2nd ed)(Chapter 5).