Piaget And Vygotsky Compare And Contrast

There are many great theorists for the Early Childhood Education. Lev Vygotsky and Jean Piaget are two of the many theorists that benefit the teachers and parents to comprehend their children learning development. The paper will compare the two theorists and their difference of their cognitive development.

In Vygotsky’s sociocultural development theory, social interaction plays an important role in the process of cognitive development, which is different then Piaget’s understanding of child development. Vygotsky believed children are active knowledge

Vygotsky may have overplayed importance on social influences because he suggests that child’s cognitive development occurs through social interactions, for example children do internalisation of problem solving via mutual interactions. However, if social learning is the essence of cognitive development then learning would be a lot faster than it is. Thus Vygotsky ignores the biological aspects that aid or restricts the cognitive development such as the development of brain and maturation. Therefore Piaget’s theory of cognitive development is different to

Jean Piaget and Lev Vygotsky both agree and disagree in the area of the Nature/Development of Intelligence. Piaget and Vygotsky agree on the idea of constructivism, the certainty that cognitive development happens by accumulation to and building from what is previously recognized and learned. Piaget was a trivial constructivist, he believed that individuals acquire knowledge by interacting with their environment and building on their knowledge and understanding of their environment. On the other hand, Lev Vygotsky was a social constructivist, believing individuals acquire knowledge through social interaction and learning from others. They also both agree that the restrictions of intellectual growth are defined by social interactions. Individuals acquire knowledge from interactions that they have already been exposed to and what other people can teach them, whether if it other children that are older than they are, adults in the life, or teachers. Jean Piaget believed that individuals acquire their knowledge by interacting in their environment, and it comes as a direct outcome of the individual’s actions on to their environment. Piaget believed that individuals must learn before they develop (Educational Psychology). According to Jean Piaget’s theory, the order of acquiring knowledge is an individual acts upon their environment, learning from the consequences of their actions, and then developing knowledge and understanding of

Jean Piaget’s Theory of Cognitive Development was one of the first steps in understanding how children become who they are as adults. In early childhood, children begin to understand symbols and representations (Berk, 2014, p. 227). Their learning shifts from sensing the world as in the sensorimotor stage to trying to find commonalities like symbols. According to Berk (2014), Vygotsky’s Sociocultural Theory focused on “social context of cognitive development” (p. 234). Vygotsky incorporated social context and social interactions into childhood development; in other words, who, how, and what children interact with in their everyday social environment contributes to their mental and emotional development. When it comes to both of these cognitive theories, there are many similarities and differences between Piaget and Vygotsky.

Developmental Psychology is the ways that people change throughout their lifespan. Studies include the psychological affects, physical and social growth, intellectual, emotional and perceptual changes that occur. Developmental Psychology focus on a wide range of behavior changes beginning with prenatal development. Developmental Psychology also focuses on developmental disabilities and the effects it might have on people’s behavior. As with many fields related to psychology, a developmental psychologist must obtain a doctorate for most positions; some positions at the university level requires a PhD.

B. Blake & T. Pope. (2008). Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in. Journal of Cross-Disciplinary Perspectives in Education, Vol. 1, No 1,, 59-67. Retrieved from http://jcpe.wmwikis.net/file/view/blake.pdf

While studying psychology, Jean Piaget became extremely interesting of children development and learning throughout their lives. It was over a course of six decades of his career in child psychology when he recognized four stages of mental development

Vygotsky also introduced his theory of internalisation, one of the main concepts that differentiated from that of Jean Piaget (Duchesne, S., & McMaugh, A. 2016. P.103). The theory of internalisation put forward by Vygotsky is an idea that suggests an individual is able to observe and internalise the ideas and processes of their surroundings as they partake in social interaction defined as, “new ways of thinking” (Duchesne, S., & McMaugh, A.,2016p.103). During social interaction the individuals thinking is successively transformed by interaction with others, similarly to the concept developed by Piaget, Vygotsky also characterised children as “active agents in their development”. (Duchesne, S., & McMaugh, A.,2016p.103). As explained by

You wrote, "One main difference between these two theorists was that Piaget believed that children develop without adult instruction, based on intrinsic desires and motivations, while Vygotsky believed that school instruction was of value as it helped children to acquire new tools and learn based off of instruction of others." This is true! Do you think that Vygotsky's experience as a Russian and developing his theory during the time of the Russian Revolution impacted his view of how children develop? In 1930 Russia, the view of the human brain was compared to a machine. Like a car, one part of the machinery had to be properly working for the next part of the car to work properly, and if there was a problem with any part of the "machine" then the car would not function in an optimal

Piaget *Missing Works Cited* Piaget work has received world wide acclaim and recognition , as well as having a positive impact in areas such as education and social curricula. Though he had made an impact on understanding of the child cognitive development , his theory of cognitive development has suffered a great deal of critics that it neglects the social nature of human development.(Hook, Watts and Cockroft ,2002).So the following essay will discuss on whether this critic is valid or not based on detail discussion of Piaget theory. The theory of Vygotsky shall also be discussed to prove that indeed social factors play a role .

What the child does with some assistance today, is what the child will do independently tomorrow. Piaget's and Vygotsky's theories are best known for their insights into the development of thought processes. Piaget places thinking at the center of child development, Vygotsky's work was concerned with the development for thinking. While Piaget emphasizes the role of the child's interactions with physical objects in developing mature forms of thinking. Vygotsky focuses on the child's interactions with people. Piaget views the child as in "independent discoverer", who learns about the world on his own.

According to Vygotsky believed that the development of an individual depend on the social factors, that means people develop according the social environment they are exposed and the things they interact with during their early stages in life (Kozulin, 2003). The argument here is that the learning and cognitive development is dependent on the social interactions that children go through and during their early stages, that is proximal zone and the environment have major role in children development. Piaget on the other hand, argues the cognitive development in independent of any external environment and aligns to the children development, therefore claims that children

Vygotsky was born in 1896 in Russia. Most of his research was done between 1924 and his death in 1934 from tuberculosis. Vygotsky’s work was relatively unknown and widely unavailable until its translation from Russian in the 1960s (Swartz, de la Rey, Duncan & Townsend, 2011). As a result of this, the study of children’s cognitive development was dominated by the theory of Piaget (Tomassello, 2000).

Lev S. Vygotsky and Jean Piaget are both child development theorist and each have their own view on what cognitive development is for children. Vygotsky places an emphasis on how culture affect cognitive development while Piaget believes that development occurs through different stages and children cannot move on to another stage without finishing the stage they are on. Vygotsky states cognitive development comes from social interactions from guided learning and the environment in which the child grows in will also influence in how they think. Jean Piaget states that the development comes from independent exploration which children construct knowledge of their own. Vygotsky also states that adults are an important source of cognitive development while Piaget emphasize the importance of peers as peer interaction. While observing the classroom I can see both theorist influences inside the classroom.