LANGUAGE ACQUISITION
Skinner Piaget Vygotsky
LANGUAGE ACQUISITION
The development of language Second language acquisition in children. (also known as second language learning or sequential By the age of six, children have language acquisition) refers to usually mastered most of the the process by which a person basic vocabulary and grammar learns a "foreign" language-of their first language. See that is, a language other than Examples and Observations, his or her mother tongue. below.
SKINNER
He talks about behaviorism, where a stimulus is provoked by the behavior of the child, you can even watch a change of behavior when new knowledge is acquired. Each behavior could be related to stimulus or not, here is where reinforcement is important to increase the probability of repetition and this is important in learning general, because the repetition of good habits helps the learning process. Reinforcement could be acquired by association or a person could provided a recognition or affection (teacher giving candies). Skinner used shaping as a technique where he gradually got an expected behavior. He did it in many of his experiments with animals.
MY EXPERIENCE BY EDUARDO In my own experiences, my parents used Skinner’s theory unintentional, because they tough me good behavior using a positive reinforcement and they always punished any bad behavior they noticed. They used it many times in my life: if I had good grades, they brought me a toy or let me go to play with my cousins. However if I missed a homework, they used to scowl me. In the school was the same, if I pay attention and did the homework, you had a bonus or some reward, but if you did not do homework, I had to stay after class to do it.
I can use Skinner’s theory in my professional career rewarding children without homework if the whole group did the homework of the previous day. That way the group will learn to help them each other or on the other hand, they will punish the students who did not the homework. I can even use it in my work as a manager, I can reward people who arrived on time or if they sale a lot that day and if all workers do their best effort, I can give them time to relax.
B.F. SKINNER'S THEORY The Basics B.F. Skinner is perhaps the predominant figure in Am erican psychology. He was an experimental psycholog ist at Harvard who developed behaviorism as a positi on in learning (he was hesitant to use the term “theor y”). Skinner emphasizes observable behavior in the study of humans—hence the term “behaviorism.” He rejects any attempt at introspection or use of hypothetical in ternal processes or structures to account for learning. Instead, Skinner uses the consequences of a behavior to explain why the behavior continues or fades. Many of Skinner’s ideas are built upon Thorndike’s law of effect. Stated briefly, Skinner said that behavi or that is followed by reinforcement (positive or nega tive) has an increased probability of reoccurrence. Be havior followed by extinction or punishment has a de creased probability of re -occurrence. Skinner’s ideas about instruction have been very influential on education. After a period of almost total domination, behaviorism is beginning to wane, yet its impact will continue to be felt.
MY EXPERIENCE BY PAMELA BARRERA By learning the theory of Skinner I realized that my grandparents and also my grand grandparents were raised like that, their behavior was conducted by their parents. If they didn't do s omething, they were punished and also when they spoke while their parents were speaking. It was a really tough way to raise a children, my grandpare nts like I said, were also raised like that way but my grandma wasn't too severe w ith my father and I think that maybe my grandma wasn't happy with the way her mother brought up her. Skinner´s theory is all about behavior and how the child learns by reinforcement and punishment , how that child acquires a language by using these methods. Maybe it is not the best theory but it was the base of all. Others scientists theories on Languag e Acquisition were base on Skinner ´s thought. I didn't learn or acquire a language like that, I thi nk that this method is too old to be used it.
IMPLEMENTATION OF SKINNER'S THEORIES Implementation Overview Skinner's theories have been implemented in sch ool systems in a variety of ways. Teachers and pa rents alike rewarded students for good behavior l ong before Skinner's theories were developed. Ho wever, many behavior management systems used in today's schools are directly influenced by his w ork. Skinner advocated for immediate praise, fee dback, and/or reward when seeking to change tro ublesome or encourage correct behavior in the cl assroom. Teachers seeking to implement a reinfo rcement system in their classroom should use str ategies such as a "token economy" to reward stud ents immediately for behaviors that they are reinf orcing. Skinner also advocated for teacher identif ication of and reflection on the environmental eff ects on student behavior. Formalized strategies t hat focus on the identification of "triggers" of stu dent behavior are influenced by Skinner's work. O ne example of a formalized system that makes us e of Skinner's research is the Crisis Prevention In stitute (see www.crisisprevention.com for details)
PIAGET Piaget uses the word schema, as the cognitive or mental structures by which individuals adapt to and organized their environment and he explains that assimilation and accommodation are two sides of adaptation. When a child realizes differences between new and old schema, he loses balance or equilibrium because new concept does exist in his schema. Piaget states stages of cognitive development: Sensorimotor stage (0-2 years) – as the name implies, the infant in a sensorimotor stage uses senses and motor abilities to understand the world.
Preoperational stage (2-7 years) – child evolves from a sensorimotor intelligence to a representational intelligence. Concrete operational stage (7-11 years) – in this stage children can not only use symbols, but also can manipulate these symbols in a logical way to solve problems. Formal operation stage (11- and up) – in this stage a child constructs the reasoning and logic to solve all problems.
MY EXPERIENCE BY EDUARDO  The assimilation of schemas may help a child to explain his environment and understand the meaning and the important from knowledge.  In my own experience, I could not see my growing but I could see it with my sister of nine years, she develops her language acquisition as Piaget said.
I can use Piaget´s theory his theory in my career because I am going to have students of many ages and that way I could predict or I could prepare my class fitting their age of them. I can even understand the way they are learning and use the correct words to explain a subject.
PIAGET J e a n P i ag et ( 1 8 9 6 - 1 9 8 0 ) wa s a b i o l o g i s t w h o o r i g i n al l y s t u d i e d m o l l us c s (p ub l i s h i ng t w e nt y s c i e ntific papers on them by the t i m e h e w a s 21 ) b ut m ov ed i nto t h e s t u d y o f t h e d ev e l o p m e n t o f c hi l d r e n' s u nd er s t a nd i ng , t h ro ug h observing them and talking a n d l i s te ni ng to t h em w hi l e t h ey w o r ke d o n ex e r c i se s h e s et .
s m o ot hl y : i ns tea d , t h er e ar e c er t ai n p o i nt s at w h i c h i t "t a ke s o f f " a nd m ove s i nto c o m pl etel y n e w ar e a s a nd c ap ab i l i t i es . H e s a w t h e s e t r a ns i t i o ns a s t a ki ng p l ac e a t a b o u t 1 8 m o n t h s , 7 ye a r s a n d 1 1 o r 1 2 ye a r s o f a g e .
Re ad m o r e : P i ag et ' s d ev el o p m e n t al t h eo r y ht t p : / / w w w. l e ar ni ng a d te ac hi ng . i nfo/ l e ar ni ng / p i ag et " P i ag et ' s wo r k o n c hi l d r e n' s i nte n l l ec t u al d ev el o pm e n t ow ed m uc h . h t m # i x z z 3 G P a 6 OK 7 s to h i s e a r l y s t u d i e s o f w a te r s n a i l s " ( S a t te r l y, 1 9 87: 6 2 2 ) H i s v i ew o f how c hi l d r e n' s m i nd s w o r k a n d d ev e l o p h a s b e e n e n o r m o us l y i n flu e nt i al , p a r t i c ula r l y i n e d u c a t io n a l t h e o r y. H i s p ar t i c ul ar i n s i gh t w as t h e ro l e o f m a t ur a t i o n ( s i m p l y g r o w i n g u p ) i n c hi l d r e n ' s i nc r e a s i ng c ap ac i t y to u n d e r s t a n d t h e i r w o r l d : t h ey c a n not u n d e r t ake c e r t ai n t as ks u n t i l t h ey a r e p s yc h o lo g i ca l l y m a t u r e e n o u g h to d o s o . H e p ro p o s ed t ha t c hi l d r e n' s t hi n k i n g d o e s n o t d ev e l o p e n t i r el y
THE WAY I LEARNED <OPINION ABOUT PIAGET´S THEORY> BY PAMELA The contributions of Piagetian and neo-Piagetian theories to education are great. They introduced new understanding to the learning process; "Learning is all about making connections" , as Piaget said. The theor y of cognitive development and its stages helped educators design learning activities and curricula that are appropriate for learners at each stage and illustrated how development leads to learning. Science education researchers developed tea ching methods based on the contributions of the Piagetian theor y. The work of Piaget inspired me a lot. This author has contributed enormously to the world of education. His constructivism, however, is too focused on knowledge ( theor y of knowledge), and even on rational knowledge, and so not enough on action (theor y action) with all its proper ties: mental, physical, emotional, situational, distributed, etc. And finally I think that if my parents had known this theor y my language acquisition and also my behavior would have been dif ferent .
EDUCATIONAL IMPLICATIONS OF PIAGET'S THEORY P ia g e t ' s t h e o r y h a s h a d a ma jo r imp a c t o n t h e t h e o r y a n d p r a c t ic e o f e d u c a t io n . I t h a s h e lp e d t o c r e a t e a v ie w w h e r e t o t h e f o c u s o f a t t e n t io n is o n t h e id e a o f d e v e lo p me n t a lly a p p r o p r ia t e e d u c a t io n . T h is r e f e r s t o a n e d u c a t io n w it h e n v ir o n me n t s , c u r r ic u lu m, ma t e r ia l s a n d in s t r u c t io n t h a t a r e c o n s is t e n t w it h s t u d e n t ' s p h y s ic a l a n d c o g n it iv e a b ilit ie s a s w e ll a s t h e ir s o c ia l a n d e mo t io n a l n e e d s . T h e r e a r e f o u r ma in t e a c h in g imp lic a t io n s d r a w n f r o m P ia g e t ' s t h e o r y ( S la v in , 2 0 0 5 ) : 1 . A f o c u s o n t h e p r o c e s s o f c h ild r e n ' s t h in k in g , n o t ju s t it s p r o d u c t s . I n s t e a d o f s imp ly c h e c k in g f o r a c o r r e c t a n s w e r , t e a c h e r s s h o u ld e m p h a s iz e t h e s t u d e n t ' s u n d e r s t a nd in g a n d p r o c e s s t h e y u s e d t o g e t t h e answer. 2 . R e c o g n it io n o f t h e c r u c ia l r o le o f c h ild r e n ' s s e lf - in it ia t e d , a c t iv e in v o lv e me n t in le a r n in g a c t iv it ie s . I n a P ia g e t ia n c la s s r o o m, c h ild r e n a r e e n c o u r a g e d t o d is c o v e r t h e ms e lv e s t h r o u g h s p o n t a n e o u s in t e r a c t io n w it h t h e e n v ir o n me n t , r a t h e r t h a n t h e p r e s e n t a t io n o f r e a d y - ma d e k n o w le d g e . 3 . A d e - e mp h a sis o n p r a c t ic e s a ime d a t ma k in g c h ild r e n a d u lt lik e i n t h e ir t h in k in g . t h is r e f e r s t o w h a t P ia g e t r e f e r r e d t o a s t h e " A me r i c a n q u e s t io n " w h ic h is " H o w c a n w e s p e e d u p d e v e lo p me n t ? " . H is b e lie f is t h a t t r y in g t o s p e e d u p a n d a c c e le r a t e c h ild r e n ' s p r o c e s s t h r o u g h t h e s t a g e s c o u ld b e w o r s e t h a n n o t e a c h in g a t a ll. 4 . A c c e p t a nc e o f in d iv id u a l d if f e r e n c e s in d e v e lo p me n t a l p r o g r e s s . P ia g e t ' s t h e o r y a s s e r t s t h a t c h ild r e n g o t h r o u g h a ll t h e s a me d e v e lo p me n t a l s t a g e s , h o w e v e r t h e y d o s o a t d if f e r e n t r a t e s . B e c a u s e o f t h is , t e a c h e r s mu s t ma k e s p e c ia l e f f o r t s t o a r r a n ge c la s s r o o m a c t iv it ie s f o r in d iv id u a ls a n d g r o u p s o f c h ild r e n r a t h e r t h a n f o r t h e w h o le c la s s g r o u p .
VYGOTSKY Vygotsky talks about how children can get and develop the acquisition from a language. He says that is something innate but children are born with the capacity to develop a language. The child will learn and acquire a language depending about the environment where he grows up. He says that the knowledge is acquire by teachers and parents. The child will need a inspiration person until child acquires the experience as the can give, after that he should go to another person than bringing him new knowledge.
In my own experiences, I am agree whit Vygotsky because I have curiosity about many things and when I want to learn about some topic, I search who can give me a explanation or who can share me his information and when I get the basic things I start learning by my own because I learn more about experiences. So, like Vygotsky said I have a teacher until I don’t need it and then I decided if keeping learning by myself or just trying new things but knowledge has been acquire.
ď&#x201A;Ą I am going to use this theory in my life because I am going to share my knowledge to many students. They are going to be my students just for a while because, they need many points of view of every thing, even to, they will follow just my point of view and not compere it. ď&#x201A;Ą Children will have many tutors in theirs life sharing with them some experiences.
VYGOTSKY
thought becomes verbal and Vygotsky speech becomes rational, so Sociocultural theory the child becomes to develop
For Vygotsky the development of speech and thought are essential for the appearance of language in humans. He considered that thought was non-intellectual and language was nonverbal in an early stage of the human. At certain moment at the age of 2, the curves of development of thought and speech start to develop in a new form of behavior. Here
language in a structure way of thinking. Social Development Theory argues that social interaction precedes development; consciousness and cognition is the end of product of socialization and social behavior and the social interaction is a fundamental role in the process of cognitive development.
When I was a child I didn´t was through social interaction know how I was learning a with my environment, and in language, but when I knew that way I got plenty of those theories (Skinner Piaget information. And also when I and Vygotsky), well I realized started to read, my mother that acquiring a language is motivated me to read to her all more complex than it appears. the things that had letters and I don´t remember which was that really helped me to my first word, but I can say that improve my skills of learning a my older sisters helped me to language to communicate in a learn a way to communicate better way. with other people. I remember that Michel was our teacher and she taught us how to read or make simple sentences, how to make operations and also how to say the words to our parents. My way to learn was like Vygotsky’s Theory, it
CLASSROOM APPLICATIONS OF VYGOTSKY’S THEORY Vygotsky’s concept of the zone of proximal development is based on the idea that development is defined both by what a child can do independently and by what the child can do when assisted by an adult or more competent peer (Daniels, 1995; Wertsch, 1991). Knowing both levels of Vygotsky’s zone is useful for teachers, for these levels indicate where the child is at a given moment as well as where the child is going. The zone of proximal development has several implications for teaching in the classroom.
According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others (Karpov & Haywood, 1998). Vygotsky’s theory does not mean that anything can be taught to any child. Only instruction and activities that fall within the zone promote development.
For example, if a child cannot identify the sounds in a word even after many prompts, the child may not benefit immediately from instruction in this skill. Practice of previously known skills and introduction of concepts that are too difficult and complex have little positive impact. Teachers can use information about both levels of Vygotskyâ&#x20AC;&#x2122;s zone of proximal development in organizing classroom activities in the following ways:
Instruction can be planned to provide practice in the zone of proximal development for individual children or for groups of children. For example, hints and prompts that helped children during the assessment could form the basis of instructional activities.
THE PERFECTED SELF B. F. Skinnerâ&#x20AC;&#x2122;s notorious theor y of behavior modification was denounced by critics 50 year s ago as a fascist, manipulative vehicle for government control . But Skinnerâ&#x20AC;&#x2122;s ideas are making an unlikely comeback today, powered by smar tphone apps that are transforming us into thinner, richer, all -around-better ver sions of our selves. The only thing we have to give up? Free will . It is honestly ver y easy to go from one day to another on autopilot and miss things that might seem ver y obvious to other s. People do tend to live on routines, such as someone's morning routine that they do while they are still only half awake. People also tend to hide from things they don't want to see. Honestly it takes a ver y confident and strong per son to be able to face them -self in the mirror ever y day. However someone who gets lost in the shuf fle of ever y day life and who slowly loses them-self to one vice or another over time cannot face self reflection on a daily or even frequent basis. Of ten people who are obese are people who aren't happy with themselves, not just because they are obese, they might have felt that way about themselves before putting on the weight. Sadly most people are not strong enough to face their faults on a daily basis, and it is not just people who are obese, however it is easier for other s to notice those faults rather than the inner faults that most people hide from.
The last thing that I will say is about self discipline. Maintaining health is a constant thing. It takes constant diligence for most people. People are not perfect and it is easy to slip up, fall behind, or allow other things to take precedence over being constantly diligent of one's health. When a person does fall behind they either don't notice at all or feel shamed for not being perfect, and in that shame most people hide from their own self reflection which is why they then might go quite a while without really taking notice. Most people cannot face all their flaws and take action to correct them, however most of the flaws that people have are able to be kept personal and not under scrutiny of others. I applaud this article for realistically looking at the issue and finding solutions that actually fit the process that most overweight people go through. You can find more: http://www.theatlantic.com/magazine/archive /2012/06/the-perfected-self/308970/
CONSTRUCTIVISM IN PIAGET AND VYGOTSKY Constructivism is a new approach in education that claims humans are better able to understand the information they have constructed by themselves. According to constructivist theories, learning is a social advancement that involves language, real world situations, and interaction and collaboration with learners. The learners are considered to be central in the learning process. Learning is affected by our prejudices, experiences, the time in which we
live, and both physical and mental maturity. Jean Piaget and Lev Vygotsky are two eminent figures in the development of constructivist theories. They share the common belief that classrooms must be constructivist environments; however, there are differences in terms of their theories and variations as to how constructivism should be carried out in classrooms.
CONSTRUCTIVISM IN PIAGET AND VYGOTSKY Piaget’s Constructivism
Vygotsky’s Constructivism
Piaget explores four sequential stages of the psychological development of the young learner and believes teachers should be cognizant of these stages
Vygotsky’s constructivism is known as social constructivism because of the significance of culture and social context.
CONSTRUCTIVISM IN CLASSROOM The Piagetian Classroom
The Vygotskian Classroom
P i a get be l ieves t h a t a c o n s t ruc t ivist c l a ssro om m us t prov i de a va ri et y o f a c t i vit ies to c h a l lenge s t ude n t s to a c c e pt i n di vidua l di f fe re n c es, i n c re ase t h e i r re a di n ess to l e a rn, di s cover n ew i de a s, a n d c o n s t ruc t t h e i r ow n k n ow ledg e.
A V yg ot s kia n c l a ssroom e m ph asiz es c re a t i n g o n e ’ s ow n c o n c e pt s a n d m a k ing k n ow ledg e o n e ’ s pro pe r t y ; t h i s re q ui res t h a t s c h o ol l e a rning t a ke s pl a c e i n a m e a ningful c o n tex t , a l o ngside t h e l e a rning t h a t o c c ur s i n t h e re a l wo rl d .
In a n e l e ment ar y P i a g et ian c l a ssro om, c o n c rete l e a rning ex pe ri e nc es, s uc h a s draw i n g, dra m a , m o de l bui l di ng a n d fi e l d t ri ps t h a t i nvolve h a n ds -on o ppo r t un i t ies to s e e , h e a r, to uc h , t a s te , a n d s m ell a re e s s ent ial. Th e s e e a rl y a c t i vit ies a n d t h e us e o f t a n g ible m a n ipulat ives a n d v i sual a i ds s e r ve a s bui l di ng bl o c ks fo r m o re s o p h ist ica ted t a s k s, s uc h a s re a di ng co m pre h ensio n.
In a V yg ot s kian c l a ssro om, dy n a m ic s uppo r t a n d c o n s iderate g ui da nc e a re prov i de d ba s e d o n t h e l e a rne r’s n e e ds, but n o w i l l o r fo rc e i s di c t a te d. St ude n t s a re ex po s ed to di s c ussions, re s e a rc h c o l la borat ions, e l e ct ro nic i n fo rmat ion re s o urc e s, a n d pro j e c t g ro ups t h a t wo rk o n pro bl e m a n a l ysis.