How Piaget's Processes And How Children Change With Age

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

The cognitive development theory detailed observational studies of cognition in children by a series of tests, which furthermore revealed different cognitive abilities. Before Piaget’s study, it was assumed that because children are younger, they are less competent thinks than that of adults. However, test results showed that it was actually quite opposite; young children simply think in remarkably different ways than adults.

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

Cognitive development is the term used to describe the construction of thought process, including remembering, problem solving and decision-making, from childhood through adolescence to adulthood. In this essay I will compare and contrast the theories of Piaget and Vygotsky, both of which were enormously significant contributors to the cognitive development component to/in psychology. In addition to this I will also weigh up the strengths and weaknesses of each theory and outline how they can be applied to an educational setting.

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

Outline the main similarities and differences between Piaget’s and Vygotsky’s explanations for cognitive development in children.

Piaget and Vygotsky: Many Resemblances and a crucial difference (2012) Orlando Lourenco will discuss Piaget and Vygotsky in detail as they were two influential developmental psychologists. Both made many contributions to the developmental psychology they were known to be geniuses in this area. Throughout the article, Orlando Lourenco discussed the fundamental difference and resemblances between Piaget and Vygotsky. Below I will explain both their differences and their resemblances throughout the paper However there are way more resemblances then there are differences ..I will give a little background on both theorists as well.

Piaget and Vygotsky had many similarities in their ideas they both looked at children’s cognitive development of knowledge and had the theory that there are things beyond a Childs understanding but their approaches to these ideas were different. They believed that it was important for children to participate in their learning and they also both looked at social factors concerning children’s cognitive development

Jean Piaget and Lev Vygotsky’s theory of cognitive development has both similarities and differences. Both Piaget and Vygotsky's theories of cognitive development offers explanations for a child’s cognitive learning styles and abilities. Their theories on cognitive development focus on the emphasis of children’s development.

Jean Piaget and Lev Vygotsky, are the two of the most recognized cognitive psychologist who developed theories that address cognitive development and learning in children. Piaget emphasizes that children constructs a mental model of the world through biological maturation and interaction with the environment. While Vygotsky emphasizes that children actively construct their knowledge and understanding through sociocultural influences. These two theories have widened my knowledge and understanding about child development and learning, even though they have some differences.

As described above, Piaget's theory was centered on the development of an individual's schemes and his belief that people developed their schemes personally with no outside teachings. Vygotsky on the other hand based his theory on the idea that language is fundamental in intellectual development, and that knowledge cannot develop without proper teaching. Vygotsky theorized that children integrated the speech of others into their own learning, he referred to this a private speech, Vygotsky believed that children would use their "private speech" to help gain knowledge and advance their intellectual development. Today we refer to Vygotsky's theory as The Zone of Proximal Development or ZDP, ZDP characterizes cognitive development as a person's capability to use thought to manage their behavior, this can only come after a person becomes proficient in their cultures language methods, once this occurs an individual uses these methods to adjust their thought process (Kozulin, 1997). Education under the ZPD today

Piaget and Vygotsky are both significant contributors to the understanding of cognitive development. Both theories had the same approach to learning of constructivist; students learn by fitting new information with what they already know. Another similarity of the two theories is that they both believe boundaries of cognitive growth are established by social influences. They both have adapted to a child centred approach to

Vygotsky pioneered the socio-culturalism theory. This theory is one that children develop their language and communication skills through interacting with others in social situations in their immediate environment and that the role of adult’s is key for children to become skilful communicators. This theory relates to cultures of different communities and minority groups, and that each community is different with differing expectations.

In the world of psychology, Jean Piaget and Lev Vygotsky are considered to be very prominent figures in the area of cognitive development. Both of these men considered themselves a constructivist, which entails a viewpoint that is concerned with the nature of knowledge. In their lifetime, both of them made contributions in the area of education and even after death, their theories still influence teaching methods. The purpose of this paper is to show some similarities as well as differences in the theories of Piaget and Vygotsky and what can be gained by having a better understanding of their theories.

In contrast to Piaget, Vygotsky did not believe there were set stages of development but instead emphasised the role of society in cognitive development, hence, his theory being described as a sociocultural theory. He believed that complex thinking originated through social interactions and could not be understood if separated from the cultural setting. He assumed that learning and cultural development happened twice, first on a social level and then on an individual level where thought processes became internalised (Bee and Boyd, 2010). ‘For Vygotsky, social interaction was more than influence, it was the origin of higher mental processes such as problem solving’ (Woolfolk et al., 2008, p.53). For teachers in the classroom setting this would