Theories of Communication: Piaget, Vygotsky, Development & Application

This essay provides a detailed analysis of Jean Piaget's theory of cognitive development and Lev Vygotsky's sociocultural theory of cognitive development. Piaget's theory is explored through the concepts of assimilation, accommodation, and equilibration, along with the sensorimotor, pre-operational, concrete operational, and formal operational stages. The application of Piaget's theory emphasizes the collaborative roles of learners and teachers. Vygotsky's theory is examined through social interaction, the role of more knowledgeable others (MKO), and the zone of proximal development, highlighting the importance of social and cultural influences on learning. The essay concludes by noting that, according to Vygotsky's theory, teachers transmit knowledge and skills through lectures, fostering a reciprocal learning experience. Desklib offers a wealth of similar solved assignments and resources for students.

TASK 2

2.1 Analyzing theories, models
and principles of communication
• Jean piaget theory of cognitive development
• Lev vygotsky social development theory

JEAN PIAGET THEORY OF COGNITIVE DEVELOPMENT
• Assimilation- It is used as an existing schema which
help to deal with new situation or project towards
learning, teaching and assessments.
• Accommodation- Accommodation is used when the
existing schema does not work and need changes to
deal with the situation.
• Equilibration- It is a force which runs along with
development and help towards learning, teaching and
assessments.

DEVELOPMENT STAGES
• Sensorimotor stage
• Pre-operational stage
• Concrete operational stage
• Formal operational stage

SENSORIMOTOR STAGE
• Learners are explorers in this stage that they hear,
taste and touch everything which is around them.
• Learners enjoy the things and improve their
abilities to take new experience.
• During the stage, learners try to acquire the concept
of object permanence.
• They are able to see the hidden objects towards
learning, teaching and assessments.

PRE-OPERATIONAL
STAGE
• This is the stage where learners acquire to think
abstractly, understanding of symbol and language in more
easy way towards assessment.
• They learn and understand the object but unable to get
the concept of conversations.
• Unable to understand that appearance does not affect
quantity or property of substance.
• They are able to imagine the objects which does not
exists in learning, teaching and assessment.

CONCRETE
OPERATIONAL STAGE
• Learners in this stage understand complex objects
such as quantity and space etc.
• Able to apply the concepts towards concrete situation
effectively in learning, teaching and assessment.
• Learners thinking for space and time are sometimes
inconsistent.
• Learn the rules but unable to understand the
implication in unusual situation.

FORMAL OPERATIONAL STAGE
• Learners in this stage are capable of abstracts, theoretical,
hypothetical and reasoning in learning and assessment.
• Able to apply the rules in various situations in learning,
teaching and assessments.
• Formal logics are possible for learners and concepts
explanations is usually sufficient without demonstration.
• Strategy games are more effective and enjoyable for the
learners in teaching and assessments.

APPLICATION
• According to the theory the learners acquire
knowledge and skills through lectures towards
learning, teaching and assessments.
• Roles of both learners and teachers work
collaboratively as a partnership in order to achieve the
lecture vision and understandings.
• Therefore, learning, teaching and assessments becomes
a reciprocal experience for both teachers and learners.

VYGOTSKY’S SOCIOCULTURAL
THEORY OF COGNITIVE
DEVELOPMENT
The theory is developed by Lev Vygotsky and
published in 1962. it is a foundation of
constructivism which is based on three major
themes such as more knowledgeable from others,
social interaction and zone of proximal
development.

SOCIAL INTERACTION
• The social interaction in contrast to understand of
child development- Jean Piaget.
• In this interaction every development culture of
child appears twice.
• One on social level and other on individual level
effectively.
• After that it is interact inside the learner.