Oct 23 2010

Thought question #2

Published by

Piaget’s style of questioning could be compared to Vygotsky’s ZPD. When an adult asks guiding questions, as Piaget would in his interviews with children, it gives the child the words with which to express his ideas, discoveries and intentions. It allows children to construct knowledge by examining what they thought they knew as they are asked to verify their knowledge through careful questioning. From there, the child might need to reach equilibration by questioning their own knowledge and reconciling it to any new information that has come in as part of the dialogue.

This is the same process as scaffolding. The experienced adult finds what the child knows and is capable of, and then suggests a path where discovery occurs and new knowledge is constructed. Eventually, the child can move on to a new level by themselves. The teacher, therefore, assumes the role of guide. The child is guided to their ZPD, which is where real learning occurs, according to Vygotzky. Piaget would probably say that the ZPD can be reached at each level of development given the right questioning.

For instance, as adults, we go through a very similar process when we discuss our ideas with other adults. Not only do we confirm our knowledge, but the conversations lead to building links and further inquiry. As adults, we are more adept at verbalizing what knowledge we need to confirm and complete our understanding.

Dialogue plays a great role in both Piaget’s and Vygotsky’s theories. Piaget identified three types of egocentric language, one of which is monologue, where the child speaks to himself during learning. Similarly, Vygotsky believed that language played a large role in learning and internalizing knowledge as the child first creates a learning monologue then moves on to an internal (silent) discourse as he grows older.

No responses yet

Trackback URI | Comments RSS

Leave a Reply

Spam prevention powered by Akismet