最广泛的意义上说，学习可以被定义为一个从无知到有知的渐进的变化过程，从无力的能力，和对理解的…”（芬彻，1957）维果茨基（1986）认为这是成人和孩子的同龄人，这与年轻一代分享更大的集体知识有责任。他认为孩子不可能单独学习和成长，孩子周围的文化和环境在他们的认知发展中起到了很大的作用.。（弗拉纳根2001到）。他还认为，一个孩子无法发展的方式，他或她没有学习其他人的环境中，他们提出。相反，皮亚杰认为，儿童对自己的能力很自然的好奇和对他们的环境（Jarvis，2001钱德勒p.129）
新西兰环境学论文代写:变化过程
"In its broadest sense, learning can be defined as a process of progressive change from ignorance to knowledge, from inability to competence, and from indifference to understanding....” Vygotsky, (1986) believed that it was adults and the child's peers, which had the responsibility in sharing their greater collective knowledge with the younger generations. He did not believe it was possible for a child to learn and to grow individually and the culture and the environment around the child played a big part in their Cognitive Development. (Flanagan 2001 P.72). He also believed a child was unable to develop the way he or she had without learning from others in the environment in which they were raised. In contrast, Piaget maintained that children were naturally inquisitive about their own abilities and about their environment (Jarvis, Chandler 2001 P.129)
