Dewey, Piaget, & Vygotsky on "Learner-Centered" Education

Dewey, Piaget, & Vygotsky on "Learner-Centered" Education

Forming a "Learner-Centered" Classroom

By: Kaylyn Meagor

    In a society where the "traditional school" model has dominated American education, the phrase "learner-centered education" might sound like a new progressive approach created only recently. However, if we look back at history we will see that this learner-centered approach has actually existed for quite some time. In 4th century B.C.E., Socrates placed great emphasis on the learner, centered on questions and critical thinking. Socrates believed that participants could gain a deeper understanding of concepts through dialogue--known as Socratic dialogue--rather than memorizing information that was simply given to them (Henson 1). 

     In the 19th century, the learner-centered approach developed through the contributions of American philosopher John Dewey, Swiss psychologist Jean Piaget, and Russian sociologist Lev Vygotsky. All three believed that education should respond to the needs and interests of the students themselves rather than responding to the interests of the outside world (Ostroff). 

       John Dewey once wrote, "[T]he fundamental issue is not of new versus old education nor of progressive against traditional education but a question of what, if anything whatever, must be worthy of the name Education" (Mooney 1). 

     Dewey's statement brings me to ask another question: What is the point of education? Whatever the answer to this question might be, it is essential, as it shapes what and how students learn. Dewey, Piaget, and Vygotsky believed that education should focus on the development of the individual, to nurture children's intellects in an effort to form a better society (Ostroff).  Since children were seen as the catalyst for change, all three believed that educational models should center on the child rather than on subject matter.

       This week our seminar group discussed the educational theories of John Dewey, Jean Piaget, and Lev Vygotsky from Carol Garhart Mooney's book, Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. During seminar, we explored how common elements found in each theory can be applied to form a "learner-centered" classroom.

What is "Learner-Centered Education" Anyway?

    As defined by McCombs and Whisler, learner-centered education is the perspective that combines a focus on individual learners (their experiences, perspectives, backgrounds, talents, interests, and needs), along with understanding how learning occurs, and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners (Henson 2).

How do the educational theories of Dewey, Piaget, and Vygotsky fit with the "learner-centered" philosophy? Let us look at some key elements found in all three theories.

Learn by "doing"

   Dewey, Piaget, and Vygotsky all believed that children learn by "doing." For instance, imagine learning how to right a bicycle. First, we must learn how to balance, then we learn how to propel ourselves forward by peddling--we might even discover that it is far easier to keep our balance when traveling at greater speeds! Although we may learn what riding a bike looks like by watching someone else, we learn how to ride a bike by doing it.  

       Dewey believed that education depended on action, and that knowledge and ideas emerged only from a situation in which learners had to draw from experiences that were meaningful and important to them.  He also believed that these situations had to occur in a social context such as a classroom, where learners could build their knowledge together.

    As a student of Montessori's work, Piaget believed that learning takes place when a child interacts with his or her environment, and by interacting with the environment a child "constructs their own knowledge by giving meaning to the people, places and things in their world" (Mooney 61). Piaget believed that children should be given every opportunity to do things on their own so they could learn from those experiences.

The following YouTube clip offers a glimpse into the Montessori school model, and features how "doing" is essential in the learning process for children.

       Vygotsky also believed that people construct their knowledge by "doing" through language and social interactions. Vygotsky viewed interaction among peers as an effective way of developing skills and strategies, and suggested that teachers use cooperative learning exercises where less skilled children can develop with help from more skillful peers--within the zone of proximal development (ZPD). ZPD is defined as "the distance between the most difficult task a child can do alone and the most difficult task a child can do with help" (Mooney 83). Essentially, it is what a child can achieve with help--this help can come from an adult or a peer who is more experienced. 

The following YouTube clip illustrates the scaffolding technique to help two students' complete a puzzle.

      Scaffolding offers students support and guidance by highlighting critical features of a task as well as providing hints or questions that might help learners understand the task at hand (Mooney 84). As we saw in the clip, the students were able to complete the puzzle with guiding questions from the adult.

      As we have seen, Dewey, Piaget, and Vygotsky value moments where children are able to experience their environment by actively participating in it. In a learner-centered classroom, a teacher could offer opportunities for his or her students to explore will all their senses, as well as encourage students to discuss what they are doing with their peers. Teachers can also promote a learner-centered classroom by incorporating cooperative learning experiences by having students work in pairs or small groups. Cooperative learning will not only offer students moments to support each other and share their knowledge, but also reinforce a cooperative learning environment rather than a competitive environment common in classrooms today.

Observation

     Observation in the classroom is an important method of evaluating and recording specific information about what is going on in the classroom. Observation also allows teachers to learn about their student's interests on a deeper level, which can help shape the classroom curriculum.

     Dewey placed great emphasis on teacher observation because he believed that it was crucial in planning and organizing lessons for students.  Dewey believed that observation was important in understating a child's interests as well as their current knowledge. For teachers to be successful, Dewey argued that curriculum should be based on student interests and experiences. By fully understand ones students, a teacher can form educational experiences and avoid what Dewey described as "mis-educative" experiences.

       Dewey described "mis-educative" experiences as activities that lack purpose or organization and do not build on a student's knowledge of the world (Mooney 4). For example, if students are asked to finger-paint with no guidance or purpose that builds on their current knowledge, it is not educative. However, if students are asked to finger-paint insects that they studied from a previous lesson, it would be "educative" as it expands on their current knowledge of the world.

       Vygotsky also believed that observation was an important element in successful teaching. He believed that in order to scaffold well, teachers needed to observe each child to gain an understanding of where the child was in the "learning process," and to determine when it is appropriate to stretch their knowledge (Mooney 84).

       Dewey and Vygotsky both believed that through observation, teachers could learn about his or her students' interests and skills, which is essential in forming classroom curriculum.  By observing students, teachers can do far more than assess a student's performance; he or she can build on their own knowledge of each individual student in order to create a classroom centered on the learner. Knowing the individual student is essential in a learner-centered classroom, as the curriculum is shaped to serve the needs of every learner (Henson 2). 

Importance of Play

      

   Peter Gray, research professor at Boston College and author of Free to Learn writes, "Playing with other children, away from adults is how children learn to make their own decisions, control their emotions and impulses, see from others' perspectives, negotiate differences with others, and make friends. In short, play is how children learn to take control of their lives" (Gray 273). Piaget also valued free play, as it helps support cognitive development of "preoperational children" (Mooney 73). By allowing large blocks of free play, children can develop cognitive skills through real-world experiences and open-ended activities (74).

       Vygotsky also believed that much of children's learning occurs during play.  He believed that play was important in social and linguistic development in children.  When children play, they talk to one another. They explain what they are doing to peers, develop rules for games, and assist each other through explanation.

In the video below, Toy Industries of Europe teamed up with Early Childhood Ireland to ask children at The Cottage Kids Playschool in Ireland what they think about play.

     In this video, we could see that the children truly valued their individual play free from adult intervention. In fact, children who become accustomed to adult intervention during play are less likely to "follow their natural interest in engaging with the environment" (Ostroff 66). During peer play, the children talked to one another, and offered support or explanations.  Piaget and Vygotsky alike would consider these moments as pivotal learning experiences for children.  A teacher seeking to develop a learner-centered classroom may provide ample free play opportunities where children are free to seek out their interests and build on their social and linguistic skills with other children.

Conclusion 

     In order for teachers to create a learner-centered classroom, they should strive to "serve the needs of every learner" by focusing on the individual interests and needs of each individual learner (Henson 3). As we have seen, teachers can do this by incorporating more hands-on activities for students to experience their world by "doing" as Dewey, Piaget, and Vygotsky suggest, focus on  student interests and needs through observation and incorporating those findings into the curriculum, and allowing multiple opportunities for children to play. If our answer to the question posed earlier (what is the point of education?) center on a child's development for the sake of the child, an educational philosophy that centers on the child is essential. 


References

Gray, Peter. Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-reliant, and Better Students for Life. New York: Basic Books, 2013.

Henson, Kenneth T. "Foundations For Learner-Centered Education: 
A Knowledge Base."  Education 124.1 (2003): 5-16. Academic Search Complete. Web. 20 Feb. 2014. 

Mooney, C.G. (2000). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. St. Paul, MN: Redleaf Press.

Osfroff, Wendy.  "Some Guiding Theory." Sonoma State University, Rohnert Park. 25 Feb 2014. 


Ostroff, Wendy. Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom. Alexandria, Virginia, USA: Ascd, 2012