Introduction
Vygotsky’s Theory of Sociocultural Development emphasizes the importance of a child’s exposure to both social interaction and culture in developing their cognitive capacities. Some of the theory’s main tenets are as follows: The Zone of Proximal Development (ZPD) is the gap between what a child is capable of doing on their own and what they are capable of doing with the guidance and direction of others (Eun, 2018). The importance of this concept stems from the fact that it emphasizes that a child’s cognitive growth is regulated not just by the child’s natural abilities but also by the child’s experiences and the relationships they have with other people (Eun, 2018). A deeper knowledge of this concept can help teachers and caregivers create good conditions for children’s growth and development.
If teachers use this approach to their work with children, they will be able to provide them with the aid and guidance they require to reach their full potential, which will benefit them. Understanding their zone of proximal development (ZPD) allows you to decide what sorts of tasks will challenge them while remaining within their reach, and then you can build a support system to assist them in completing those tasks (Estes & Krogh, 2012). This theory will also help them become a better teacher by influencing how they instruct students and evaluate their progress. They can modify their lectures to provide an appropriate difficulty level for each student, offer support where needed, and encourage internalization.
Bandura’s Social Learning Theory
According to Bandura’s social learning theory, individuals not only learn behavior when their behaviors are supported, but individuals also learn behavior when they observe the behavior of others being supported. In other words, individuals learn behavior when their behaviors and the behaviors of others are supported. People pick up new skills by observing how other people do things, and the only way for this to take place is for the individual to pay attention and remember what it was that they saw someone else do (Eun, 2018). Young children witnessed adults acting in a distressing manner toward the Bobo Dolls that Badura had produced, and when they received the dolls themselves, the children exhibited the same unpleasant conduct towards the dolls as the adults had when they were given the dolls.
The fact that children can use Bandura’s social learning theory as a guide to adopting the sort of conduct that the educator desires is one of the reasons why the theory is so important in the context of early childhood education (Eun, 2018). This approach can assist me in the classroom by allowing the children who exhibit proper behavior to serve as models for the children who display behavior that is not appropriate.
Montessori
The Montessori method of education, which emphasizes the child’s individual growth, is widely attributed to Maria Montessori. Following is a synopsis of the guiding concepts of the Montessori approach to education:
- Having the utmost regard for the kid
- being mindful of their feelings at specific times
- creating a safe and stimulating atmosphere
- learning from one’s own experiences
Maria Montessori believed that all children should be respected as unique individuals and allowed to learn and develop in a nurturing environment (Aljabreen, 2020). Children at different points in their maturation are more receptive to different teaching methods, an idea central to Maria Montessori’s educational philosophy (Estes & Krogh, 2012. Montessori believed that a child’s learning environment should be carefully tailored to meet the needs of each child’s developing mind and body.
Through exploration and experimentation with Montessori materials and activities, children are encouraged to learn.
The Montessori approach is crucial to comprehend because it stresses the significance of creating an environment sensitive to children and their changing needs as they develop. Understanding the unique educational needs of each child and creating a supportive and engaging classroom environment are two of the most important aspects of using the Montessori approach (Aljabreen, 2020). If teachers employ materials and activities that promote active engagement, they will be able to provide children with rich learning opportunities that support their cognitive and affective growth.
High Scope
High Scope encourages its students to become more involved in the learning process through games and other forms of hands-on exploration. The High Scope program aims to empower students to take charge of their education by allowing them to select and pursue areas of study that truly engage them. Through strategic thinking and evaluation through High Scope’s built-in planning and review process, students are prompted to reflect on their academic journey and set personal learning goals for the future (Aljabreen, 2020). Recognizing the importance of children’s social and emotional development, High Scope includes opportunities to hone their interpersonal and emotional intelligence.
This approach aids a child’s development since they can simultaneously take an active role in their education, pursue their passions, and grow in their social and emotional skills. As a teacher considering the High Scope approach, it is important to have a firm grasp on creating a stimulating and positive classroom atmosphere that propels students to greater levels of participation and interest (Aljabreen, 2020). This is because children learn best when they are given opportunities to participate in what they are being taught (Aljabreen, 2020). Suppose you give learners a voice in the classroom and help them build social and emotional skills. Planning and reviewing will also help teachers assess the students’ development and modify their teaching to meet their needs.
Conclusion
Both Vygotsky’s Theory of Sociocultural Growth and Montessori’s Method share the fundamental tenet that the environment in which a child is raised and the people with whom they interact significantly impact the kid’s development and ability to learn. Vygotsky places a greater emphasis on the necessity for scaffolding and internalization, whereas Montessori emphasizes the significance of social and emotional development through hands-on experiences and interactions with other people. Both schools of thought emphasize the significance of the unique requirements and pursuits of the student as the major driver of educational progress. Vygotsky believes the child’s learning potential can be improved by interacting with more knowledgeable adults, whereas Montessori believes in the child’s dignity as the center of the educational experience.
References
Aljabreen, H. (2020). Montessori, Waldorf, and Reggio Emilia: A comparative analysis of alternative models of early childhood education. International Journal of Early Childhood, 52(3), 337–353. Web.
Estes, L. S., & Krogh, S. L. (2012). Pathways to teaching young children: An introduction to early childhood education [Electronic version]. Web.
Eun, B. (2018). Adopting a stance: Bandura and vygotsky on professional development. Research in Education, 105(1), 74–88. Web.