Introduction. Cognitive And Contextual Perspectives Are

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

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

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.

Lev Vygotsky believed that social and cognitive development work simultaneously to build and evolve on one another. He believed that social, cultural and personal experience cannot be detached from each other and many things influence the way children learn and develop, not just their own experiences, thus Vygotsky’s socio-cultural theory. Vygotsky’s ideas were and remain controversial as he had no specific training in psychology or children’s development. His preeminent contribution to children’s development is his recognition of the value of progressing knowledge by means of interaction with educators, peers and family (Mooney, 2000, p. 83). The major ideas of Vygotsky’s theory are scaffolding and the Zone of Proximal Development (ZPD). Scaffolding is a process Vygotsky described as the framework or temporary support for children’s learning. In order for scaffolding to be beneficial, it must be responsive to the child’s needs (Coon & Mitterer, 2013, pp. 106-107).

Jean Piaget researched how the environment and personal experience plays a role in cognitive development for children (Case-Smith & O’Brien, 2010). Piaget established four concepts: adaptation, schema, assimilation, and accommodation (Case-Smith & O’Brien, 2010). Adaptation is described as the process of adjusting to one’s surroundings (Case-Smith & O’Brien, 2010). For example, 5-year-old Betty enters a birthday party full of laughing children. Betty may start smiling and clapping along with her peers.

A central concept in Piaget’s theory is that of the schema. It is defined as an internalized representation of the world or an ingrained and systematic pattern or thoughts, action, and problem solving. Our schemata are developed through social learning or direct learning. Both processes involve assimilation, which is

The Critique of Piaget's Theories Jean Piaget (1896 – 1980) was a constructivist theorist. He saw children as constructing their own world, playing an active part in their own development. Piaget’s insight opened up a new window into the inner working of the mind and as a result he carried out some remarkable studies on children that had a powerful influence on theories of child thought. This essay is going to explain the main features and principles of the Piagetian theory and then provide criticism against this theory. Cognitive development refers to way in which a person’s style of thinking changes with age.

The essay is going to introduce short overviews of Piaget (1926) and Vygotsky’s (1978) theories to indicate their different approaches when considering cognitive development. Piaget (1926) developed a constructivist theory which is the basis for the other cognitive development theories that followed. He proposed the definition of schema which refers to children’s construction of shaping their thought and actions through the set of cognitive processes as assimilation, disequilibriums and accommodation. When encountering new experiences, children try to interpret them in terms of known cognitive schemas. In case of failing, they need to adjust their interpretation to the reality (Schaffter & Kipp,8th ed). Based on his assumptions, Piaget (1926) proposed that child as a lone individual progress through four main stages of cognitive development. On the other hand, Vygotsky (1978) presented sociocultural theory. Vygotsky (1978) concentrated on the social interaction between child and adult considering

Lifespan development can be describes as (“the field of study that examines patterns of growth, change and stability in behaviour that occur throughout the entire life span”) (Feldman, 2014, P. 5). Within this field of development Jean Piaget and Lev Vygotsky are recognised as the leading theorists of developmental psychology and have played a crucial role in the understanding of psychological development and education (Lourenco, 2012). Vygotsky adopts a sociocultural theory (“how cognitive development proceeds

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

Piaget also studied children in his own family, these studies would eventually contribute to his theory. For example, he noticed something interesting when he was watching

Piaget’s theory also allowed us a way to accept and understand that children's cognitive behavior is intrinsically motivated. Social and other reinforcements do influence children's cognitive explorations but children learn because of the way they are built. In Piaget’s mind cognitive adapts to the environment through assimilation. Also accommodation is a type of biological adaptation (Flavell, 1996). According to Piaget in order to characterize cognitive development in humans we need to understand co-present in cognitive activity which is cognitive structure (Flavell, 1996). Piaget was the first psychologist to try explaining describing cognitive development. His argument is that intellectual advances are made through the equilibration process that has three steps: the first step is for the cognitive equilibrium to de at a low development level; then, cognitive disequilibrium has to be induced by discrepant or inassimilable phenomena and lastly cognitive equilibration has to be at a higher developmental level.

Several years ago, an insightful and profound man, Jean Piaget, established a theory of cognitive growth during childhood. This theory was viewed as a major model for understanding the intricate steps of mental development from the thinking to understanding for a child. This theory also gave rise to the mentality that cognitive processes during childhood are not minuscule versions of adults but rather an irrational yet unique process with its own rules. Even though Piaget’s theory seems quite reasonable and logical, under the light of recent speculation his theory has been widely challenged. However, Piaget’s theory holds great impact in today’s psychology.

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.