Child Psychology

 

 

Psychological approach to learning in children:

 

We can not talk about these approaches without citing Jean PIAGET and Lev VIGOTSKY who have two different approaches to learning.

 

"The child of Piaget invents, the child of Vygotsky appropriates"
 
 

If the child of Piaget reconstructs the world by reinventing it, the child of Vygotsky reconstructs it by appropriating it.

 

The two children are indeed the architects of their own knowledge, but the instruments they have in their construction business are fundamentally different.

 

There is no right or wrong approach, for us they are closely linked. These two constructive processes advance in parallel and intermingle.

 

  • Constructivism (simple self-structuring): For Piaget, it is by acting on his environment that the child constructs his first reasonings. Its initial cognitive structures, which are completely different from those of the adult, gradually become progressively more and more abstract.
  • Socioconstructivism (assisted self-structuring): the Vygotskian child finds in the social world that surrounds it the instruments it will need to develop.
  • Metacognition: This refers to the learner's analysis of his or her own intellectual functioning. Knowing that one has difficulties with a problem, that one understands better a problem if one makes a schema, are metacognitive knowledge.

 

It refers to the activities undertaken to perform a task and the adjustment of these activities (management of mental activity). It is a matter of becoming aware of one's methods of thought and of regulating one's own processes of thought.

 

These approaches are learner-centered. It is the pupil who learns through his representations.

 

Initial conceptions are not only the starting point and the result of the activity, they are at the heart of the learning process.

 

 

child psychology