23 thoughts on “Math & Theorists #1: Theorists Activities”
Situation 1: Connects to Piaget object permanence because it helps the child understand that even if the child cannot see the object it still exist. In this situation the ball that’s hidden under the cup is still there when uncovered,
Situation 2: Connects to ZPD because the child is learning different ways to solve the problem through scaffolding. By teachers supporting children they can learn other ways to do things such as tying shoes.
Situation 3: Connects to creating schema and sensorimotor learning because its allowing children to use their senses to figure out things when some of their other senses are restricted. This can also heighten and strengthen a particular sense.
Deb — Thanks for your clear & thoughtful responses! With the example of Vygotsky’s ZPD, a person knows how to tie their shoes 1 way, but can’t do it another way. Providing support (instructions, scaffolding, etc.) helps them to learn to tie their shoes another way. That support, provided in the ZPD (the space between where a person can do something independently & cannot do something) is where learning occurs, according to Vygotsky.
Tiana — Thanks for your post! In situation #2, you are providing scaffolding in a specific space — people can tie their shoes 1 way & you are scaffolding their ability to tie shoes in a different way — that space (between what they can do independently & can’t do) is the ZPD, where Vygotsky believes learning occurs.
Situation #1: how does this connects to piagets object permanence? It connects because the child understands that even though they cannot see the ball anymore, they understand that it still exist and it’s still there.
Situation #2:How does this activity connect to the ZPD? the child is learning how to solve a problem with the scaffolding method.
Situation #3: How does this activity connect to creating schema and sensorimotor learning? children are learning not only with their eyes but with their hands. their using their different senses to learn more.
Solanny — Thanks for your post! In situation #2, yes, you are scaffolding & supporting learning. We support learning in a specific space between what people can do independently & cannot do, that space is the ZPD. A person can independently tie their shoes 1 way (what they can do independently), but doesn’t know how to tie their shoes another way (what they cannot do), so we scaffold & support learning in the space in between — the ZPD, where Vygotsky believed learning occurs.
Scenario 1
This activity connects to Piagets objects permanence theory because she helps children understand even when they can’t see the object or if the object leaves or disappears, that it is still exist.
Scenario 2
This activity connects to Zygotsky ZPD theory because it gives children the opportunity to learn things multiple ways, which helps children understand ways to solve problems. It also allows the children to pick the way they feel more comfortable in doing things like in tying shoes. One child may understand the bunny method while the other may only understand the standard knot method.
Scenario 3
This activity connects to Paigets theory because it allows children to use other sense. In this activity children are using their sensorimotor to make sense of things. Like through play activities like this children can learn to explore ideas and make meanings about what they are doing.
Erica — Thanks for your insights! With scenario #2, because a person knows how to ties shows 1 way (what they can do independently) but cannot tie shoes the other way (what they cannot do), we can provide support & scaffolding so they can learn to tie their shoes the 2nd way. The space in between what a person can do independently & cannot do is the ZPD, where learning occurs through the support of others, according to Vygotsky.
Scenario #1: This activity connects to Piaget’s objects permanence theory because it helps the child understand that even if things are not visible at times they still exist. In this scenario the child cannot see the ball until the cup is lifted up.
Scenario #2: This activity connects to ZPD theory because it teaches the child that there are many ways for example in this situation to tie shoes. The child can also learn how to solve problems using the scaffolding method.
Situation #3: This connects to creating schema and sensorimotor learning because children are learning to use their senses to figure what things are. It is important to also teach children things through play.
Edisa — Thanks for your thoughts! With scenario #2, a person can independently tie their shoes 1 way, but cannot tie their shoes the other way. The space in between what a person can do independently and cannot do, is the ZPD. In the ZPD, learning occurs through scaffolding, according to Vygotsky.
1: The exercise relates to Piaget’s objects permanence theory. It encourages the child to learn that no matter if the object is not in sight, it still exists. exist.
2.I think this exercise is related to Zygotsky ZPD theory due to the fact that it gives children a chance to learn in different ways. It can help the child with problem-solving skills and also, it helps the child to be able to choose what method works best for him. I think all children differ in ways of doing things.
3. This exercise relates to creating schema and sensory-motor learning because it helps children to make use of all their senses, while figuring out things when they are not able to use any other senses. In most cases, this help the children to reinforce his senses.
Juli – Thanks for your post! You included schema/ learning schemes from Piaget into scenario #3! I scenario #2, the person can independently tie their shoe 1 way, but cannot tie their shoe the other way. When someone comes to scaffold their ability to learn to tie their shoes the 2nd way (the way they can’t) that is the ZPD — which is where learning occurs, according to Vygotsky.
Scenario #1
This activity where you hide an object connects to Piaget’s object permanence because it shows when an object exists or not to an infant/toddler. Depending on the age of the child they may be able to see that an object is hidden or there is no reaction to an object disappearing.
Scenario #2
This activity connects to the ZPD because it is helping the student to learn a new method with guidance,
Scenario #3
This activity connects to creating schema and sensorimotor learning because children are learning to use their other senses to be able to get a sense of the world around them and thus helps them build on what they learned and placing more information beyond what they know.
Scenario 1 – This scenario relates to Piaget’s objects permanence theory because it helps babies learn that even though the object is hidden under the cup, it still does exist. Only because it is not physically present, doesn’t mean it does not exist. This is how Piaget planned to teach babies about his theory of object permanence.
Scenario 2 – This activity connects to ZPD because the kid if learning different ways to solve and perform an activity. The same activity can be done by various ways. Example- teachers and staff can teach kids different ways to fold a napkin. The same activity is done in various ways, but brings the same outcome.
Scenario 3 – This activity connects to creating schemas as it is teaching kids to use their other senses to figure out what is in the bag. In order to help them figure out what is in the bag, they can touch, feel it, smell it and even shake it and hear its noise.
Scenario 1
This scenario relates to Piaget’s permanence theory. This theory lets babies know that just because they can’t see something, doesn’t mean it’s not there. Depending on the age of the child, they may or may not be able to tell that the object is being hidden.
Scenario 2
This scenario connects to Zone of Proximal Development. What this is, is the stages of which a child learns and is able to do things on their own. Depending on the task and the child, they may be able to get the task done alone or they may need assistance from an adult, or they might not be able to do it at all.
Scenario 3
This scenario connects to creating schemas. This teaches kids about using their senses in order to understand and get a sense of the world.
Senario #1 This connects to Piaget’s object permanence theory because it helps the child understand that even though the object isn’t visible to them that it still exists. In this scenario the ball isn’t visible until the cup lifts up.
Scenario #2 This activity connects to the ZPD theory because it helps children to learn that there are multiple ways to learn things which can help kids learn to solve problems. Also a child’s preference of doing things such as tie shoes.
Scenario #3 This activity connects to schema and sensorimotor because kids are learning about their senses not just with their eyes but their hands as well .
Scenario #1: This connects to Piaget’s theory because this theory lets baby understands that even if objects aren’t visible they could still see it.
Scenario #2: This activity connects to Zygotsky ZPD theory because this activity because it gives children the opportunity to learn in different ways.
Scenario #3: This activity connects to creating schema and sensorimotor learning because in this activity children get to use their senses physically and mentally.
Scenario 1:
This activity connects to Piaget’s objects permanence theory because it helps the child understand that even if things are not able to be seen at that moment they still exist. In the scenario the child cant see the ball but when the cup is lifted up that’s when the child sees it.
Scenario 2:
This activity connects to the ZPD theory because it allows children to learn different things in different ways
Scenario 3:
This activity connects to schema and sensorimotor because it allows children to use all there senses, not just using their hands and their eyes.
1st Scenario- This is connected to Piaget’s theory because even though the child can’t see the ball anymore, they understand that it’s still there.
2nd Scenario- Connected to Zygotsky’s ZPD theory because it allows children to learn different things in more than one way. This can help with problem solving.
Scenario 3: This activity connects to schema and sensorimotor because it allows children to figure out what things are using their senses both physically and mentally.
1-It connects to Piaget because it teaches the child that the ball may not be seen but there still is a ball. Object permanence is just that the object is permanent just not seen.
2-It connects to Vygotsky’s ZPD because it teaches the child the various styles to solve problems through the process of scaffolding. With the help of others like family and teachers the children can learn different ways to tie their shoelaces.
3- It connects to creating schema and sensorimotor learning because it allows the children to use their five senses in order to figure out what the object is that they are touching/holding.
Situation 1: Connects to Piaget object permanence because it helps the child understand that even if the child cannot see the object it still exist. In this situation the ball that’s hidden under the cup is still there when uncovered,
Situation 2: Connects to ZPD because the child is learning different ways to solve the problem through scaffolding. By teachers supporting children they can learn other ways to do things such as tying shoes.
Situation 3: Connects to creating schema and sensorimotor learning because its allowing children to use their senses to figure out things when some of their other senses are restricted. This can also heighten and strengthen a particular sense.
Deb — Thanks for your clear & thoughtful responses! With the example of Vygotsky’s ZPD, a person knows how to tie their shoes 1 way, but can’t do it another way. Providing support (instructions, scaffolding, etc.) helps them to learn to tie their shoes another way. That support, provided in the ZPD (the space between where a person can do something independently & cannot do something) is where learning occurs, according to Vygotsky.
1. Situation 1- The understanding that the object is still their even if they cannot see it.
2.Situation 2- Problem is solved by using the scaffolding method in a few different ways.
3.Situation 3- when certain senses can not be used they find ways to use any of their other senses which can heighten the use of those senses.
Tiana — Thanks for your post! In situation #2, you are providing scaffolding in a specific space — people can tie their shoes 1 way & you are scaffolding their ability to tie shoes in a different way — that space (between what they can do independently & can’t do) is the ZPD, where Vygotsky believes learning occurs.
Situation #1: how does this connects to piagets object permanence? It connects because the child understands that even though they cannot see the ball anymore, they understand that it still exist and it’s still there.
Situation #2:How does this activity connect to the ZPD? the child is learning how to solve a problem with the scaffolding method.
Situation #3: How does this activity connect to creating schema and sensorimotor learning? children are learning not only with their eyes but with their hands. their using their different senses to learn more.
Solanny — Thanks for your post! In situation #2, yes, you are scaffolding & supporting learning. We support learning in a specific space between what people can do independently & cannot do, that space is the ZPD. A person can independently tie their shoes 1 way (what they can do independently), but doesn’t know how to tie their shoes another way (what they cannot do), so we scaffold & support learning in the space in between — the ZPD, where Vygotsky believed learning occurs.
Scenario 1
This activity connects to Piagets objects permanence theory because she helps children understand even when they can’t see the object or if the object leaves or disappears, that it is still exist.
Scenario 2
This activity connects to Zygotsky ZPD theory because it gives children the opportunity to learn things multiple ways, which helps children understand ways to solve problems. It also allows the children to pick the way they feel more comfortable in doing things like in tying shoes. One child may understand the bunny method while the other may only understand the standard knot method.
Scenario 3
This activity connects to Paigets theory because it allows children to use other sense. In this activity children are using their sensorimotor to make sense of things. Like through play activities like this children can learn to explore ideas and make meanings about what they are doing.
Erica — Thanks for your insights! With scenario #2, because a person knows how to ties shows 1 way (what they can do independently) but cannot tie shoes the other way (what they cannot do), we can provide support & scaffolding so they can learn to tie their shoes the 2nd way. The space in between what a person can do independently & cannot do is the ZPD, where learning occurs through the support of others, according to Vygotsky.
Scenario #1: This activity connects to Piaget’s objects permanence theory because it helps the child understand that even if things are not visible at times they still exist. In this scenario the child cannot see the ball until the cup is lifted up.
Scenario #2: This activity connects to ZPD theory because it teaches the child that there are many ways for example in this situation to tie shoes. The child can also learn how to solve problems using the scaffolding method.
Situation #3: This connects to creating schema and sensorimotor learning because children are learning to use their senses to figure what things are. It is important to also teach children things through play.
Edisa — Thanks for your thoughts! With scenario #2, a person can independently tie their shoes 1 way, but cannot tie their shoes the other way. The space in between what a person can do independently and cannot do, is the ZPD. In the ZPD, learning occurs through scaffolding, according to Vygotsky.
1: The exercise relates to Piaget’s objects permanence theory. It encourages the child to learn that no matter if the object is not in sight, it still exists. exist.
2.I think this exercise is related to Zygotsky ZPD theory due to the fact that it gives children a chance to learn in different ways. It can help the child with problem-solving skills and also, it helps the child to be able to choose what method works best for him. I think all children differ in ways of doing things.
3. This exercise relates to creating schema and sensory-motor learning because it helps children to make use of all their senses, while figuring out things when they are not able to use any other senses. In most cases, this help the children to reinforce his senses.
Juli – Thanks for your post! You included schema/ learning schemes from Piaget into scenario #3! I scenario #2, the person can independently tie their shoe 1 way, but cannot tie their shoe the other way. When someone comes to scaffold their ability to learn to tie their shoes the 2nd way (the way they can’t) that is the ZPD — which is where learning occurs, according to Vygotsky.
Scenario #1
This activity where you hide an object connects to Piaget’s object permanence because it shows when an object exists or not to an infant/toddler. Depending on the age of the child they may be able to see that an object is hidden or there is no reaction to an object disappearing.
Scenario #2
This activity connects to the ZPD because it is helping the student to learn a new method with guidance,
Scenario #3
This activity connects to creating schema and sensorimotor learning because children are learning to use their other senses to be able to get a sense of the world around them and thus helps them build on what they learned and placing more information beyond what they know.
Scenario 1 – This scenario relates to Piaget’s objects permanence theory because it helps babies learn that even though the object is hidden under the cup, it still does exist. Only because it is not physically present, doesn’t mean it does not exist. This is how Piaget planned to teach babies about his theory of object permanence.
Scenario 2 – This activity connects to ZPD because the kid if learning different ways to solve and perform an activity. The same activity can be done by various ways. Example- teachers and staff can teach kids different ways to fold a napkin. The same activity is done in various ways, but brings the same outcome.
Scenario 3 – This activity connects to creating schemas as it is teaching kids to use their other senses to figure out what is in the bag. In order to help them figure out what is in the bag, they can touch, feel it, smell it and even shake it and hear its noise.
Scenario 1
This scenario relates to Piaget’s permanence theory. This theory lets babies know that just because they can’t see something, doesn’t mean it’s not there. Depending on the age of the child, they may or may not be able to tell that the object is being hidden.
Scenario 2
This scenario connects to Zone of Proximal Development. What this is, is the stages of which a child learns and is able to do things on their own. Depending on the task and the child, they may be able to get the task done alone or they may need assistance from an adult, or they might not be able to do it at all.
Scenario 3
This scenario connects to creating schemas. This teaches kids about using their senses in order to understand and get a sense of the world.
Senario #1 This connects to Piaget’s object permanence theory because it helps the child understand that even though the object isn’t visible to them that it still exists. In this scenario the ball isn’t visible until the cup lifts up.
Scenario #2 This activity connects to the ZPD theory because it helps children to learn that there are multiple ways to learn things which can help kids learn to solve problems. Also a child’s preference of doing things such as tie shoes.
Scenario #3 This activity connects to schema and sensorimotor because kids are learning about their senses not just with their eyes but their hands as well .
Scenario #1: This connects to Piaget’s theory because this theory lets baby understands that even if objects aren’t visible they could still see it.
Scenario #2: This activity connects to Zygotsky ZPD theory because this activity because it gives children the opportunity to learn in different ways.
Scenario #3: This activity connects to creating schema and sensorimotor learning because in this activity children get to use their senses physically and mentally.
I reviewed this module
Scenario 1:
This activity connects to Piaget’s objects permanence theory because it helps the child understand that even if things are not able to be seen at that moment they still exist. In the scenario the child cant see the ball but when the cup is lifted up that’s when the child sees it.
Scenario 2:
This activity connects to the ZPD theory because it allows children to learn different things in different ways
Scenario 3:
This activity connects to schema and sensorimotor because it allows children to use all there senses, not just using their hands and their eyes.
#1- Babies get a grasp of an object that was there then wasnt
#2- Learning things in a new way
#3- Use of all senses
1st Scenario- This is connected to Piaget’s theory because even though the child can’t see the ball anymore, they understand that it’s still there.
2nd Scenario- Connected to Zygotsky’s ZPD theory because it allows children to learn different things in more than one way. This can help with problem solving.
Scenario 3: This activity connects to schema and sensorimotor because it allows children to figure out what things are using their senses both physically and mentally.
1-It connects to Piaget because it teaches the child that the ball may not be seen but there still is a ball. Object permanence is just that the object is permanent just not seen.
2-It connects to Vygotsky’s ZPD because it teaches the child the various styles to solve problems through the process of scaffolding. With the help of others like family and teachers the children can learn different ways to tie their shoelaces.
3- It connects to creating schema and sensorimotor learning because it allows the children to use their five senses in order to figure out what the object is that they are touching/holding.
I re-reviewed the module