According to Vygotsky’s social constructivist theory, human development is viewed as a process in which children acquire cultural values, beliefs and problem-solving skills through conversation with knowledgeable members of society. According to Vygotsky’s theory, social interaction plays a fundamental role in the process of making sense of life. This interaction not only increases the amount of information to which children are exposed, but also contributes to the development of higher-order mental functions such as the ability to reason.
Vygotsky’s constructivist theory emphasizes that all children who are educated can develop. However, this theory recognizes that children with disabilities follow a different path of development. According to Vygotsky, the personality of a disabled child is not determined by the nature of their disability but rather by the social environment and through dialogical interaction with the child. He further emphasized that interaction with their peer group is one of the most important socio-cultural activities for the development and socialization of a child with disabilities. Disabilities contribute to a disconnect between the social and natural development of disabled children. This causes a lag in their ability to learn. Since learners with disabilities follow a different path of development, it is particularly important that teachers have a thorough understanding of such development. Vygotsky’s social constructivist theory provides the necessary guidelines regarding such developmental paths.
Piaget’s theory of cognitive development
According to the Swiss psychologist, Jean Piaget, children’s intelligence changes as they grow. Children’s cognitive development is not only related to the acquisition of knowledge, but they must develop a mental model of the world in which they live. Piaget had the following view regarding children’s intelligence:
- Children experience and see the world differently than adults.
- Children construct their knowledge from the environment in which they find themselves and are not simply passive learners.
- In order to understand children’s reasoning abilities, adults must think from a child’s point of view.
According to Piaget, the process of learning in children occurs in different stages and knowledge is not acquired all at once. All children go through the same stages of cognitive development, but at different rates.
Bronfenbrenner’s ecological-systems theory
According to Bronfenbrenner, the ecological-systems theory states that a child’s development is influenced by complex systems of relationships. These systems, or levels, occur in the child’s surrounding environment. These systems range from the family and school to broad cultural customs, values, and laws.
Bronfenbrenner believes that it is not a single or even a few processes that will determine how an individual develops. Rather, it is the interaction of several processes. According to this theory, a person’s biological characteristics and development are determined by interaction with environmental forces. Bronfenbrenner holds the view that genes do not determine a person’s final characteristics, but rather the interaction and experience with the immediate environment.
Bronfenbrenner offered no explanation for the effects of specific influences. Although he does not provide any information about the effect that the environment has on the development of a disabled child, he does present a model that can be used as a starting point when looking at the way in which the well-being of the disabled child can be improved.
