![]() ![]() Evelyn, saying, “Lellow!”Įach of these scenarios shows skilled teachers setting up environments and facilitating infants’ and toddlers’ development and learning. Can you find something else yellow?” Aydin looks back at the table and picks up a yellow toy car. Evelyn says, “Yes, that’s a yellow block. ![]() Aydin immediately goes to the table and picks up a yellow block, saying, “Lellow!” Ms. She places several yellow objects on a small table, along with a few red objects. Recently, she has noticed that Aydin knows the color yellow. Evelyn has three other toddlers close to Aydin’s age. Twenty-two-month-old Aydin has just arrived at Ms. He says, “Okay, Shayla, can you walk to me?” Holding tightly to the two toys, she takes three steps and reaches Mr. He holds her hands while she steadies herself, then gives her two small toys to hold so that she balances on her own. Do you want to try again?” Shayla reaches up her arms and Mr. Peter says, “Boom, you fell down, but you’re okay. Peter, sitting nearby, says, “Hi, Shayla!” He reaches his hand toward her, and she takes one step, then another, then falls down. Shayla, 11 months old, lets go of the cart she is pushing and stands alone. Anthony looks surprised and laughs, reengaged. The next time she puts the blanket up, she moves it to the side of her face and peeks out from a different place. After she does this a few times, she notices that Anthony’s attention has waned. She holds a blanket in front of her face, peeks out over the top of it, and says, “Peek-a-boo!” Anthony laughs. Tonya plays peek-a-boo with Anthony, 4 months old. The attainment of optimal learning level for children is dependent on the parallelism between the skills of the instructor to the needs of the learner.Ms. Both theories advocate for children to live in learning environments with experts to provide learning instructions (Sanders & Welk, 2005). The Scaffolding theory derives some ideas from the Vygotsky’s theory on the zone of proximal development and both theories are instrumental in the development of the best learning conditions for children. Both theories indicate that the efficiency in the learning process of a child is dependent on the level of assistance provided to the child. Vygotsky’s theories on the zone of proximal development and scaffolding have a relationship in their claims. The scaffolding theory is a derivative of the Vygotsky’s thought used to develop the theory on the zone of proximal development model (Sanders & Welk, 2005). It indicates that the learning formats acquired by children in their early cognitive development stages influence their subsequent learning stages. The theory claims that the cognitive development in children is dependent on how the first instructions they are given by their caregivers. The scaffolding theory explains the nature of cognitive development in children. The theory highlights the distance between the highest potential for learning in an individual from his or her immediate level of dependent learning (Levykh, 2008). This theory focuses on children’s ability to learn through guidance, which translates to their eventual abilities to learn without help. It reveals the range of ideas that a person can understand independently in contrast with the ideas that he or she cannot comprehend independently. Vygotsky’s theory on the zone of proximal development highlights the level of cognitive development in an individual. Vygotsky’s theory on the zone of proximal development The children develop an understanding of abstract ideas, and they start reasoning before taking action (Demetriou, Efklides & Shayer, 2005). This stage of cognitive development is characterized by rational behaviors in children because they start understanding logical ideas. The formal operations stage is the last stage in Piaget’s theory of cognitive development, and it starts at 12 years through to adulthood. During this stage, children have the ability to understand concrete ideas in their environment, but they still struggle with abstract ideas. The concrete operational stage marks the onset of logical thinking in children. Between 7 years and 12 years of age, children go through the concrete operations stage of cognitive development. During this stage children are easily confused when simple ideas are presented to them in an elaborate way. The behavior portrayed at this stage is mainly pretend-play as the children familiarize with words. The Pre-operational stage children have the ability to understand simple ideas, but they have limited ability to think logically. The pre-operational stage occurs when children are 1 year old to 7 years of age. ![]()
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