1. Evaluation of theories based on 21st century learning 1. Vygotsky - play allows for creativity. In order to have 21st century learning and success in global economy creativity and new ways of thinking/doing are needed. "Leaders of may business corporations are saying creativity and play are the future of the US Economy." (Miller & Almon, 2009, p. 12) 2. Vygotsky - ZPD - help with moving beyond what one can do to what one can do with assistance...the support systems on a standards and assessment, curriculum and instruction, professional development, and learning environments (all part of 21st century learning) provide the "help" for the students to bridge into the skills necessary for learning and competing in the 21st century. 3. Perry's - college/adults move through 9 stages for intellectual and moral growth/development from dualism (single right answer) to multiplicity (knowledge = opinions) to realism (opinions due to knowledge/experience and see necessity for picking/commiting to a solution) to commitment (constructed knowledge and understanding that commitment is ongoing/unfolding). The various components of 21st century learning with the various support systems enable students/adults to gain various levels of understanding needed to be a productive individual or citizen in today's and future society. Miller, E., Almon, J. (2009). Crisis in the Kingergarten. Why children need to play in school. Alliance for Childhood.
2. Contrast between Vygotsky & Perry 1. Vygotsky's theory leaves one to assume cognitive growth ends with childhood 2. Perry's theory does not leave room for "help" like Vygotsky's does in the ZPD 3. Play is needed in both child/adult to see beyond current cognitive limitations; adult theory does not seem to account for that
3. Comparison between Vygotsky and Perry 1. Both theories acknowledge cognitive growth 2. Challenges encourage growth/exposure - ZPD, Perry's various phases from ignoring what is disagreed with to tolerating, knowledge commitment, etc. 3. Children often see right/wrong duality in learning, particularly before they reach abstract thought, so to do adults in the dualistic phase 4. ZPD for children could be equated to mentoring, internships in college, adulthood
4. Vygotsky Main Idea 1: Zone of Proximal Development - area where children need support/assistance to grow from what they can do unassisted to what they can do assisted (more challenging tasks) Main Idea 2: Play allows cognative stretching in children, lets them be bigger, better, try with safety nets of not being "real" Ormrod, J. E. (2014) Educational Psychology Developing Learners (8th ed.). Saddle River, NJ: Pearson.
5. Perry - 9 stages of Adult cognitive development Main idea 1: Dualism (stages 1 & 2 - basic & full) Strong sense of correct/incorrect. Focus on learning the correct solution. All topics have correct/incorrect solution. Main Idea 2: Commitment (stages 7,8 & 9 - commitment, post-commitment). Knowledge construction-student commitment experience based on commitment, realization learning and commitment is an ongoing activity. People can be in various stages simultaneously in various topics/areas.
6. Applications for education/training based on these ideas for high school/ early college students 1. High school/College age STEM (Computer Science/Engineering) - summer/work-study internships where the mentor provides the support needed to branch between classroom environment and work environment thereby supporting the student in the ZPD 2. While teaching challenging topics, engaging and understanding where a student is in the 9 various phases of Perry's cognitive development range. Working with students to help them get through the various phases to truly understand and "own" the material/concepts/thoughts versus just understanding and regurgitating the material
