Name : Julia Indriyani

NIM : A1B219045

Class : R002

LEARNING JOURNAL
CHAPTER 1
The interesting thing from chapter 1 in my opinion is Piaget's theory, according to him the
child's mind develops slowly along with the growth of knowledge and intellectual skills until
it reaches the stage of logical and formal thinking. However, growth is marked by certain
fundamental changes that cause the child to be able to go through a series of stages in
question. At each stage, children are able to think about certain things, but are not or have
not been able to think about other things. So, according to Piaget, thinking involves abstract
things and uses logical pathways that children are not able to do before they are 11 years old
or older. the child as an active learner and thinker, who builds his knowledge by 'wrestling'
with objects or ideas. If we take Piaget's idea that children adapt to their environment, we
can see how the environment can be a setting for development. The environment offers a
variety of opportunities for children to act. Therefore, the classroom environment, for
example, can be a venue for activity and creativity that causes learning to occur. Based on
this opinion, language learning can also occur if the classroom environment and its
surroundings are utilized in such a way as to offer various opportunities for student
involvement and creativity.

And another interesting thing is the theory of Vygotsky (1962, 1978), giving a different view
from Piaget, especially his view on the importance of social factors in child development.
Vygotsky saw the importance of language and other people in the world of children.
Although Vygotsky is known as a figure who focuses on social development called
sociocultural, he does not ignore the individual or individual cognitive development. The
development of the first language of children in the second year of life is believed to be the
driver of a shift in cognitive development. Language gives children a new tool that gives
them new opportunities to do things, to organize information using symbols. Children are
often seen talking to themselves and managing themselves when they do something or play.
This is known as private speech. As children get older, their speech becomes softer, and
begins to distinguish between speech activities that are directed to others and which are
directed to themselves.

According to Vygotsky, first of all children do things in a social context with other people
and language helps this process in many ways. Gradually, children increasingly distance
themselves from dependence on adults and towards independent acting and thinking. The
shift from thinking and speaking aloud while doing something to the stage of silently thinking
silently is called internalization. According to Wretsch (in Helena, 2004) internalization for
Vygotsky is not a transfer, but a transformation. That is, being able to think about something
qualitatively different from being able to do something. In the process of internalization,
interpersonal activities such as conversing or joint activities, then become interpersonal,
namely mental activities carried out by an individual.