Regent University - Group Presentation for Advanced Motivation and Developmental Theory

1. Vygotsky vs. Gibson Pro/Contra PresentationAssignment 3 Advanced Motivation and Developmental TheoryDr. M. Gail Derrick Group 4 Geertina Ellis, Jacqueline Higgins, Margaret Gibson-Gutierrez, Harriet Watkins

2. A Contrast in Theories … Welcome to our presentation. In the following slides, we present two starkly different theories of development. Eleanor Gibson’s theory of perceptual development and Lev Vygotsky’ssocio cultural approach. We hope to demonstrate the pros and cons of each theory and synthesize the works applying them to the K-12 school environment Short example of Gibson’s theory

3. CONTRASTOF THEORIES Pro

4. Lev SemyonovichVygotsky(1896-1934) A socio-cultural approach: The child-in-cultural context

5. Vygotsky’s Views Children ‘s quantitative and qualitative developmental patterns of behavior vary across cultures, subcultures and/or historical time. This is the worldview to which Vygotsky’s socio-cultural approach ascribes (Miller, 2002).

7. The Zone of Proximal Development

8. The Socio-cultural Origins of Mental Functioning

9. Cultural Tools Mediate Intellectual Functioning

11. The child, other people and the cultural setting collectively impact each other and shape experiences

12. The communication of feelings and desires are the essence of cognition and part of everyday life

15. Writing

18. Control thought or behavior

19. Transforms elementary mental function into higher mental functions (e.g. attention & logical and abstract thinking)

20. Utilization of cultural system of meaning

21. Connects children

23. Tools mediate between the child and environmentPoints to Consider

24. Socio-cultural MethodologyMethods to capture the uniqueness of Development and Social Interaction

26. too much focus on imparting knowledge without the possibility of discovery and exploration

28. Base schooling on child readiness rather than actual level – teach them where they are

29. Shift from teacher regulated activity to child self-regulation

30. Utilize unconventional tools vs. conventional tools (Miller, 2002 p. 406)

31. Eleanor J. Gibson“perceptual learning” An ecological approach: The function of perception in real life

33. Adaptive

34. Active

35. Differentiation, not enrichment is the basis of perceptual learning (Pick, 1992)

36. Focus on distinctive features

37. Discovery of invariant relations

40. Objective

41. Subjective“affordances”

43. Children will seek uses and meaning for objects in the environment

45. too much focus on imparting knowledge without the possibility of discovery and exploration

47. Learning occurs when objects can be utilized in different ways (“discovering contingencies” Miller, 2002)

50. Gibson provides a contrasting view of formal assessment with the “visual-cliff” example, proving that children develop depth perception at 6 or 7 months of age.

51. The Zone of Proximal Development is vague.

52. Gibson counters this belief by showing how information for perception is specified in stimulation and the active nature of human perceivers.

53. Culture and Interaction Drives Development.

56. Behaviors are explained in social-historical contexts

57. Learning occurs for children with interaction and collaboration with peers, people and the environment

58. Organismic Worldview

59. Children formulate knowledge through affordances & repetitive experiences

61. Development comes form the internalizing of intermental interactions

63. Development is the process of differentiation in perception

65. References Gibson, E.J. (1991). An odyssey in learning and perception. Learning, development, and conceptual change. Cambridge, Mass: MIT Press. Miller, P.H. (2002). Theories of developmental psychology (4thed). New York: Worth Publishers. Pick, H.L. (1992). Eleanor J. Gibson: Learning to perceive and perceiving to learn. Developmental Psychology (28)5, 787-794.