Learning Theories Of Piaget, Vygotsky, And Erikson

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Running head: Piaget, Vygotsky, and Erikson Piaget, Vygotsky, and Erikson Introduction The purpose of this article review is to summarize three articles. The articles this article review will summarize are Piaget’s Equilibration Theory and the Young Gifted Child: A Balancing Act, Vygotsky’s Theory in the Classroom: Introduction, and Gifted Children and Erikson’s Theory of Psychosocial Development. These articles touch on the major theories of Jean Piaget, Vygotsky, and Erik Erikson’s and educational implications for each. Each psychologists contributed to psychology, although Vygotsky’s work was not recognized until 1960, there work were often the build blocks for cognitive, social, and cultural development. Piaget’s Equilibration Theory and the Young Gifted Child: A Balancing Act. This article discusses theories developed by Jean Piaget and how his theories can help create models for teaching young gifted children. “Although Piagetian theory focuses on universal child development, it can still illuminate important characteristics of intellectually gifted children whose abilities mark them as different” (Cohen, LeoNora, & Younghee, 1999, p. 201). These theories and notions can become building blocks for the developmental understanding of giftedness. Piaget’s developmental theory consisted of four stages, Sensorimotor stage (birth to age 2), preoperational stages (ages 2 to 7), concrete operational stages (ages 7 to 11), and formal operation stage (age 11 to adulthood). Although after research, researchers could not find a difference between an average minded individual and a gifted child. Cohen et al. (1999) states, “Although there was extraordinary advancement in a particular domain, such as music, chess playing, or mathematics, these children did not demonstrate advanced development in the universal stages”. However, Piaget’s Equilibration theory
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