Dewey, Vygotsky, and Piaget Theories in Education Philosophy
Effective classroom management is guided by the education philosophy. In this case, the philosophy is that all learners are unique; thus, they should be accorded equal opportunities to ensure social, emotional, and academic growth. Providing equal opportunities is pegged on the effectiveness of developing a teaching strategy that accommodates the learner’s shortcomings. Various theories illustrate teaching strategies that provide equal opportunities for learners.
The first theory is John Dewey’s, which encourages a hands-on approach to learning. According to Dewey’s theory of experimentalism, students learn from human experiences, and these experiences shape their future decisions (Latasha, 2020). The theory supports the fact that the students’ experiences make them unique, thus the need for equal learning experiences. Students learn vital lessons from their experiences, which enhance their learning. For this reason, it is essential that teachers adopt a teaching strategy that incorporates the students’ experiences to ensure the students benefit from the learning experience. According to (Ye and Shih, 2021), Dewey’s theory encourages democratic learning that inspires students to participate in problem-solving activities by tapping into their social experiences. For this reason, Dewey’s theory supports the philosophy that each student is equal and, according to them, equal opportunities involve embracing their experiences to achieve effective learning.
Lev Vygotsky’s theory of cognitive development also supports the philosophy of uniqueness among learners and the need for equal opportunities. Vygotsky suggests that individuals possess four elementary functions: memory, sensation, perception, and attention. These functions are vital in enhancing the learner’s mental capabilities. Vygotsky suggested that cognitive development requires an interaction between cognitive abilities and academic conceptions (Taber, 2020). The unique aspect in learners is evident in their cognition. Additionally, Vygotsky implies that motivational, cognitive, and social factors are vital in contributing to the learner’s engagement (Karpov, 2020). Vygotsky’s theory supports the philosophy that learners are unique through their cognitive abilities and social influences. Further, Vygotsky acknowledges that embracing the learner’s unique aspects is integral in providing equal learning opportunities that improve academic performance.
Jean Piaget’s theory also plays an integral role in supporting the education philosophy. The cognitive abilities of students are a unique aspect that determines their learning capabilities. According to Piaget, a child’s cognitive development occurs through their interaction with the world (Scott & Cogburn, 2023). For this reason, teachers should consider this unique aspect to develop teaching strategies that accommodate cognitive shortcomings. Piaget stated that teachers should teach concepts based on the learners’ stage of cognitive development (Pakpahan & Saragih, 2020). Providing equal opportunities for learners includes considering their ages to ascertain their cognitive development. The essence of the education philosophy is to ensure the learner achieves social, emotional, and academic growth, which is only possible through teaching concepts that align with the learner’s cognitive abilities.
Students possess unique capabilities that determine their performance in the classroom. Providing equal learning opportunities that enhance social, emotional, and academic growth requires the teacher to acknowledge the uniqueness of the learners. The theories by Dewey, Vygotsky, and Piaget highlight the importance of embracing the unique aspect of students in developing teaching strategies that positively impact the learner. Ultimately, the learner’s capabilities will always influence their performance; thus, there is a need to incorporate these aspects in developing teaching strategies.
References
Karpov, Y. (2020). Vygotskian Theory of Development. In Oxford Research Encyclopedia of Education.
Latasha, H. (2020). John Dewey: A look at his contributions to the curriculum. Academicus International Scientific Journal, 11(21), 142-150.
Pakpahan, F. H., & Saragih, M. (2022). Theory of cognitive development by Jean Piaget. Journal of Applied Linguistics, 2(1), 55-60.
Scott, H. K., & Cogburn, M. (2023, January 9). Piaget. National Center for Biotechnology Information. https://www.ncbi.nlm.nih.gov/books/NBK448206/
Taber, K. S. (2020). Mediated learning leading development—The social development theory of Lev Vygotsky. Science education in theory and practice: An introductory guide to learning theory, 277-291.
Ye, Y. H., & Shih, Y. H. (2021). Development of John Dewey’s educational philosophy and its implications for children’s education. Policy Futures in Education, 19(8), 877-890.
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Question 
CMP – Part 2 – Theoretical Base
For this portion of the Classroom Management Plan, you will out the Theoretical Base (or the theories/theorists) that serve as the backbone of your Classroom Management.
Dewey, Vygotsky, and Piaget’s Theories in Education Philosophy
Possible Philosophers from which to choose include (this is not an exhaustive list, just some suggestions)
- Jean Piaget
- John Dewey
- Maria Montessori
- Immanuel Kant
- Lev Vygotsky
- Abraham Maslow
- Benjamin Bloom
In this section of your paper, you should outline 3 different theories, describe them fully, and how they coincide with your philosophy. This section should include a minimum of 5 citations from quality sources in APA format.