Below is a summary of Venger's work taken from several of Venger's articles
which two will be published in the future. Venger's work then would focus
on what Kozulin (1990) termed as goal directed activities which included
the use of sensory standards. Venger was concerned with preschool type
activities, so he saw the development of perception as being the primary
focus because of its relevance for children's practical activity. Phonics
instruction which is being mentioned would be considered the sensory
standard of the goal directed act of reading. It should be mentioned
though Kozulin's own research questions the importance teaching of sensory
standards in a less authoritarian society. In particular, contrasting the
U.S. and Russia U.S. children acquired these sensory standards in a more
spontanous way than children in Russia because of the organization of
school/society. A sort of warning in that too much instruction can have a
detrimental affect as in a sort of arms race.
Venger
The research of L.A. Venger focused on the goal directed activity of
perception, which included such Piagetian type activities as comparing and
classifying. In contrast to Piaget, Venger saw the ideal development of
perception as being possible only through instruction mediated by sensory
standards (Venger 1988). Venger's research focused on the development of
sensory standards within particular types of activities that occur in early
childhood and preschool. The focus of instruction was not necessarily on
abilities children would need during school, but rather on the development
of activities (perception) that were common in children's practical
activity (Venger 1971). Venger argued that Vygotsky's emphasis on language
as mediating perception was not applicable in the development of young
children, (Venger 1988) because with young children perception was mediated
by sensory standards (Venger 1971, 1976, 1988). Venger argued sensory
standards play a leading role in perceptual development, but as educators
we need to take into account the age related differences of each stage of
perceptual development (Venger 1971).
Venger's theory of perceptual development was very much a product of a
global/local discourse. He agreed with both Piaget and Bruner that in
early childhood perceptual schemes develop before social conventional
schemes (Venger 1988). However, unlike Piaget he felt teachers and
instruction played an important role in children acquiring these perceptual
schemes. Venger also referred to the importance of the work of both
Froebel and Montessori in children's perceptual development (Venger 1971).
However; he was also critical of their work because Froebel subordinated
children's sensory training to intellectual development (school like
tasks), and Montessori reduced the role of the teacher to simply presenting
material (Venger 1971). Venger's approach to perceptual development can
be summarized as teacher directed, but directed toward the development of
activities within the child's zone of proximal development.
Nate