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Socialization Process of Children in Piaget’s and Vygotsky’s Theories

Year 2017, Volume: 9 Issue: 2, 163 - 176, 30.06.2017
https://doi.org/10.18863/pgy.281372

Abstract

Socialization is a process of being a society member. In this review, the process of socialization and views in several aspects of Piaget and Vygotsky about socialization are evaluated in respect of cultural structures. Piaget and Vygotsky are the most well-known theorists in the area of developmental psychology. While Vygotsky emphasizes the social basis during the period of cognitive development, Piaget is contented to explain the social basis with equilibrium concept. Vygotsky propounds that children interact with their social environment by their speech experiences so that they can learn, but Piaget claims that children actively become socialized and solve the problems that the social environment cause. Even though there are so many different explanations about the socialization between these two pioneers, the most notable difference can be represented that Piaget propounds that children become socialized while growing up, but Vygotsky claims that children become individuals while they growing up.

References

  • Arnett JJ (1992) Broad and narrow socialization: the family in the context of a cultural theory. J Marriage Fam, 57:617-628.
  • Arnett JJ (1995) Sensation seeking: a new conceptualization and a new scale. Pers Individ Dif, 16:289-296.
  • Arnett JJ (1997) Learning to stand alone: the contemporary American transition to adulthood in cultural and historical context. Hum Dev, 41:295-315.
  • Arnett JJ (2001) Adolescent and Emerging Adulthood: A Cultural Approach. New Jersey, Prentice-Hall.
  • Arnett JJ (2004) Emerging Adulthood: The Winding Road From The Late Teens Through The Twenties. New York, Oxford University Press.
  • Arnett JJ, Taber S (1994) Adolescence terminable and interminable: when does adolescence end? J Youth Adolesc, 23:517-537.
  • Cole M (2005) Cultural historical activity theory in the family of socio cultural approaches. Int Soc Study Behav Dev, 29(3):1-4.
  • Cole M, Wertsch JV (1996) Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Hum Dev, 39:250-256.

Piaget ve Vygotsky’nin Kuramlarında Çocukların Toplumsallaşma Süreci

Year 2017, Volume: 9 Issue: 2, 163 - 176, 30.06.2017
https://doi.org/10.18863/pgy.281372

Abstract

Toplumsallaşma, bireyin toplumun bir üyesi olma sürecidir. Bu gözden geçirme yazısında, bireyin kültürel yapılara göre toplumsallaşma süreci ve toplumsallaşma konusunda Piaget ve Vygotsky’nin görüşleri çeşitli yönlerden ele alınmıştır. Piaget ve Vygotsky, gelişim psikolojisinin en önde gelen kuramcıları arasında yer almaktadır. Vygotsky bilişsel gelişim sürecindeki toplumsal köken üzerinde ayrıntılı biçimde dururken, Piaget bu kökeni toplumsal dengelenme kavramı ile açıklamakla yetinmiştir. Vygotsky, çocuğun dil deneyimleri yoluyla toplumsal çevresiyle etkileşerek öğrendiğini, Piaget ise çocuğun aktif olarak toplumsallaştığını ve çevrenin neden olduğu sorunları çözmekte olduğunu düşünmektedir. İki kuramcı arasında toplumsallaşmaya ilişkin birçok farklı açıklama olmasına karşın, en önemli farkın Piaget’ye göre çocuğun büyüdükçe toplumsallaşması, Vygotsky’e göre ise çocuğun büyüdükçe bireyleşmesi olduğu ifade edilebilir.

References

  • Arnett JJ (1992) Broad and narrow socialization: the family in the context of a cultural theory. J Marriage Fam, 57:617-628.
  • Arnett JJ (1995) Sensation seeking: a new conceptualization and a new scale. Pers Individ Dif, 16:289-296.
  • Arnett JJ (1997) Learning to stand alone: the contemporary American transition to adulthood in cultural and historical context. Hum Dev, 41:295-315.
  • Arnett JJ (2001) Adolescent and Emerging Adulthood: A Cultural Approach. New Jersey, Prentice-Hall.
  • Arnett JJ (2004) Emerging Adulthood: The Winding Road From The Late Teens Through The Twenties. New York, Oxford University Press.
  • Arnett JJ, Taber S (1994) Adolescence terminable and interminable: when does adolescence end? J Youth Adolesc, 23:517-537.
  • Cole M (2005) Cultural historical activity theory in the family of socio cultural approaches. Int Soc Study Behav Dev, 29(3):1-4.
  • Cole M, Wertsch JV (1996) Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Hum Dev, 39:250-256.
There are 8 citations in total.

Details

Subjects Health Care Administration
Journal Section Review
Authors

Hasan Atak This is me

Publication Date June 30, 2017
Acceptance Date June 20, 2016
Published in Issue Year 2017 Volume: 9 Issue: 2

Cite

AMA Atak H. Piaget ve Vygotsky’nin Kuramlarında Çocukların Toplumsallaşma Süreci. Psikiyatride Güncel Yaklaşımlar - Current Approaches in Psychiatry. June 2017;9(2):163-176. doi:10.18863/pgy.281372

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