Vygotsky & Piaget

Play is gratification Play has a set of rules that we must follow Play leads to new learning (Zone of Proximal Development) Toys are pivots Play has stages

Children have a desire that they cannot fulfill, they gratify that desire through play

Each play activity has rules that the child must follow even if they do not want to Paradox of Play Different from Piaget who saw children as egocentric not social

When playing the child can do something they would not be able to do without play; different from Piaget

Toys help make the external/internal

Similar-looking to Piaget (0-3 no play, 3-7 symbolic play, 7-12 games with rules). Based on ability to imagine and to follow and understand social rules ~No Play (0-3) practice/functional play ~Symbolic Play (3-7) constructive/dramatic play- child begins to separate thought from object during play ~Games with rules (7-12)-based on ability to follow, imagine, and understand social rules.

Play brings pleasure BUT we do not just do whatever we want Each play activity has rules that the child must follow even if they do not want to

Are socially determined but not fixed. Rules become more social as we get older.

A person can do something with assistance that they would not be able to do alone

-A child develops the ability to separate thought from action and action from thought -Children as they develop get better at doing things inside their heads. A mature adult can do complicated operations in his head.

Play can help children develop this ability.

Toys and other objects act as pivots. Toys work as a help to the child to move from the external to the internal. The toy helps the child picture the object in their heads.

Scaffolding

Teacher, mother, babysitter, more mature peer, etc.

True

-is social -is culturally determined -develops how we think and act -has rules

-is a way of understanding how children think -consolidation -stage dependent

consolidation

Rather than learning through play, we assimilate something we learned before

With more and more complexity because play develops in stages

Cognitive growth, how the child thinks

functional play - we do basic motor/physical/repetitive actions (0-2 years)

Symbolic play or dramatic/construction play - children can create symbolic situations in their heads, but are still basically egocentric (2-6 years)

Games with rules - our growing social awareness allows us to conform to a predetermined set of social rules (6-12 years)

No play - We no longer need to play to create these imaginary situations (12 - adulthood)

Begin to demonstrate meaningful actions out of their contexts--pretending

Creating symbols for use in pretend play

Taking roles in increasingly complex pretend

Creating settings for complex pretend

Begin by pretending with game pieces Learn game actions Acquire understanding of rules: Turn taking, goals, strategy (how to win, how to keep others from winning)

range of tasks between those that the child can handle independently & those at the highest level they can master through play or with the help of adults or more competent peers.

(birth-2)appears during sensorimotor period & develops into dramatic play in preoperational period (Repetitive practice of play)

(7-11)are in concrete operations period & continue into formal operations highest category of play. Children are becoming socialized as reflected in the ability to engage in activities in which rules must be followed Assimilation & accommodation

(4-7) imitation of reality. Dramatic play enables children to use pretend or fantasy in their play in a more organized fashion as they engage in pretend play in more complex forms. Symbolic play is when an absent object is represented by another object.

Piaget's stages: sensorimotor period, preoperational, concrete operational, formal operational Vygotsky's stages: no play, symbolic play, & games with rules

Vygotsky: Social Vygotsky believed that development begins at the social level & moves towards individual internalization.

Egocentric speech is seen as a transition between the child's learning language in a social communicative context, & attempting to internalize it as "private" or "inner speech" (i.e., thoughts). For Vygotsky, learning precedes development. Piaget: Egocentric Piaget believed that development proceeds from the individual to the social world.

Egocentric speech suggests that the child is self-centered & unable to consider the point-of-view of others. Piaget also maintains that development precedes learning.

Both believed in games with rules both had stages

¤Stage 1: Functional (Exploratory, Sensory-motor) Activity ¤Stage 2: Symbolic Play(Construction, & Role Play): Representing Experience ¤Stage 3: Games with Rules