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Applications of the Theoretical Perspective to Education

            Observational Learning is the theory that human beings learn to behave in certain ways by observing and imitating the behaviour of others. By observing other people's behaviour we can learn the consequences of certain actions and depending on the observed outcome decide whether the actions are beneficial to the person and whether they would benefit us were we to act in a similar manner. This theory can be applied to education because many students model their behaviour on its predicted consequence. If a student is punished for bad behaviour other students may not copy this behaviour because they have seen the consequence and do not want to be punished. Similarly, if a student receives praise for good work then other students may strive to produce better work because they have seen the consequence and want to be treated with the same praise.
             Albert Bandura conducted an experiment based on observational learning. He used young children to see if they would model their behaviour on that of an older model irrespective of the consequence of the behaviour of the model. He discovered that the children who had a more aggressive model would also act in a more aggressive manner. If the model was rewarded for certain behaviour (i.e. allowed to play with toys) the children would imitate their actions to receive a reward too.
             The cognitive theoretical perspective looks at how children learn by acquiring and organising knowledge. It focuses on how children's breadth of knowledge and metal skills alters the older they get.
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             Lev Vygotsky proposed the theory that to appreciate a child's capability in terms of their learning we should not only look at what they are capable of individually but also what they can accomplish with support from someone else.
             Vygotsky said that a child has two "zones" of learning. The "zone of actual development" was what the child could accomplish alone without any support. The "zone of proximal development" was what the child could do with help from a parent or teacher i.


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