Factors That Influence Young Children's Cognitive Development According To The Theories Developed By Vygotsky?

In current educational psychology, both the works of Jean Piaget and Lev Vygotsky have become prominent in an understanding of developmental cognition in childhood (Duchesne, McMaugh, Bochner & Karuse, 2013, p. 56). Their theories are complimentary and provide a more rigorous comprehension of childhood development (Shayer, M., 2003, p. 465). Their varying principles are applicable to many situations concerning the development of children. The focuses of Piaget and Vygotsky on the ways of childhood development differ. Piaget was focused on the four developmental stages of cognitive growth in his Theory of Cognitive Development, whilst Vygotsky’s principles were based on development in a societal manner with his

In the “Study of the Child: Theories of Development I” (Learning Seed, 1997), according to Vygotsky, the cognitive development in children is in direct relationship, and dependent on interaction with others. (Feldman 2010, pg. 20). Vygotsky believed to truly understand cognitive development; a child’s social and cultural experiences must be considered.

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

Across all aspects and various lenses of development it is evident that children from birth until adolescence require guidance. In contrast, some theorists such a Piaget suggest that children are vastly independent and do not require parental or adult assistance for majority of their development. However, theorists such as Vygotsky believe otherwise. As Vygotsky was discussed during lecture, his developmental theory surrounding the methods of which children learn was a main focus. Namely, the methods of which children learn with adult

Many advances in cognitive development are seen throughout early childhood. Both Piaget and Vygotsky contribute theories which attempt to explain the background and development of these

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

The tightness of a parents’ grip upon their children can reflect the way we function for the rest of our lives. Too tight, and we desire freedom and indulge in rebellion. Too loose, we become lost souls, hopelessly searching for that one constant comfort in a sea of dissatisfaction and loneliness. Lev Vygotsky theorized that a person 's psychological development is formed by his/her past and social environment. Vygotsky focused on the social interactions during the learning process and claimed there is a deep interrelationship between social and cognitive development. He believed that children are curious and actively involved in their own learning. They discover and development new understandings about the world by observing those who are in their immediate surroundings.

Vygotsky is a theorist who believed that the social and cultural environment of a child can help them develop and learn. Vygotsky was born into an intellectual Russian-Jewish family. His father was a bank manager and his mother was a teacher. Being a Jew his education was restricted.

Learning, according to De Houwer, Barnes-Holmes, & Moors (2013), “has been defined functionally as changes in behavior that result from experience or mechanistically as changes in the organism that result from experience”. Throughout the years, a number of psychologists have come up with different theories to try and explain how young children develop and learn. Lev Vygotsky, a Russian theorist and psychologist that was born in 1896, constructed his own child development and learning theory that has strongly influenced the world of education (Nordlof, 2014; Dahms, Geonnotti, Passalacqua, Schilk, Wetzel, & Zulkoqsky, n.d.). His theory is created from concepts of both behaviorist and constructivist. Vygotsky’s theory suggests that learning and development occurs through social function as well as intentional teaching (DeVries, 2000; Nordlof, 2014; Slavin, 2015).

4. I relate most with cognitive theories of development. Piaget provides the foundation by explaining the distinct stages of development. His insights allow teachers and parents to have a basis of what children are capable of during each stage. If the child drastically strays from these stages, it allows the caring adults to take action to help the child to reach the appropriate stage. With an understanding of these stages, the theories of Vygotsky can then be successfully utilized. Vygotsky stresses that with the

Lev Vygotsky concept is showing or helping children with a task. They are taught everything through social interaction no matter what it is. They are taught by example, by getting help with the task and are expected to be able to complete it by themselves. With this concept of learning every child is able to learn and evolve into completing activities independently and progressively from what they have learned. It is important that the environment for the child be set with ideas and task that will allow them too mentally, educationally and physically develop with or without adult and peer assistant.

Justification of this critique was also provided by Vygotsky theory of development .Vygotsky (1929) believes that adults and child’s peers are involved in shaping cognitive development of the

Lev Vygotsky believed that children learn from their own experience. As a teacher I have grown to learn that Vygotsky’s findings are true in so many ways. Just from watching the children in my classroom I see that the Zone of Proximal Development and Scaffolding play a huge part in the development of a child.

Vygotsky’s sociocultural theory of development suggested that to develop cognitively, children must have social interaction. He also “believed that this lifelong process of development was dependent of social interaction and that social learning actually leads to cognitive development” (Riddle, 1999). Vygotsky believed that children 's social learning must come before social development. Vygotsky also believed that "human activities take place in cultural settings and cannot be understood apart from these settings" (Woolfolk, 2004). Therefore, our culture helps shape our cognition.

His thinking was influenced by Piaget, and Vygotsky actively tried to initiate a dialogue with Piaget about certain points of disagreements” (Broderick & Blewitt, 2009, p.101). Vygotsky believed a child’s cognitive development was gained through the interaction of one’s culture, as well as language, which is what prompted his theoretical perception development known as Vygotsky’s Sociocultural Theory. “Vygotsky’s promising life was cut short in 1934, when he succumbed to an attack of tuberculosis. In Vygotsky, we have another example of a truly great mind whose ideas have inspired the work of many students of cognitive development” (Broderick & Blewitt, 2009, p.101).