(Callahan, T. C. 2005, Cognitive Development Beyond Infancy) believed that our language is “Chomsky a result of the unfolding of a genetically determined program.” Chomsky rejects the radical behaviorist psychology of Skinner, who views the mind as a tabula rasa (blank slate) and treats language as learnt behavior. (Lyon, 1978, p.6). Constructivist Based on the Piaget John Dewey believed in the “educating belief that Vygotsky whole child, physically, mentally, and learning Bruner socially, and not just on the dispensation occurs as Dewey of the facts and information” (Cushman learners are Papert et al 395). actively a constructivist setting, the role of the “In involved in a teacher is to order to engage the process of student’s interest.” (Hanley). meaning and Zone of Proximal Development (ZPD) knowledge can be defined as, between the “distance construction actual development level as determined as opposed to by independent problem solving and the passively level of potential development as receiving determined through problem solving information under adult guidance or in collaboration – learners are with more capable peers” (Vygotsky, L.S. the makers of 1978. and Society: The ‘Mind meaning and Development of Higher Psychological knowledge
(Callahan, T. C. 2005, Cognitive Development Beyond Infancy) “Chomsky believed that our language is a result of the unfolding of a genetically determined program.” Chomsky rejects the radical behaviorist psychology of Skinner, who views the mind as a tabula rasa (blank slate) and treats language as learnt behavior. (Lyon, 1978, p.6). Constructivist Based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information – learners are the makers of meaning and knowledge Piaget Vygotsky Bruner Dewey Papert John Dewey believed in “educating the whole child, physically, mentally, and socially, and not just on the dispensation of the facts and information” (Cushman et al 395). “In a constructivist setting, the role of the teacher is to order to engage the student’s interest.” (Hanley). Zone of Proximal Development (ZPD) can be defined as, “distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky, L.S. 1978. ‘Mind and Society: The Development of Higher Psychological
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