Outline the main similarities and differences between Piaget’s and Vygotsky’s explanations for cognitive development in children
1702 Words7 Pages
Outline the main similarities and differences between Piaget’s and Vygotsky’s explanations for cognitive development in children. Piaget and Vygotsky were both, looking into the same period of cognitive development in infants and children and sharing the same basic concerns. Piaget (1896-1980) developing his theory slightly earlier than Vygotsky (1896-1934) who worked to show that there were certain flaws in Piaget 's theory of genetic epistemology. Vogotsky and his social-cultural theory of cognitive development might be seen as the Soviet counterpart to Piaget 's western individualist perspective. Piaget focused on cognitive development as essentially egocentric, Vygotsky challenged this with the idea of the individual as being…show more content… Piagetian theory essentially views development in four fairly rigid stages, that although they shed a great deal of light on child development, do not allow for an understanding of child development as being enhanced by social and cultural factors as was shown by Vygotsky in his 'social cultural theory of child development '. They do not contribute to our informed interaction with children, particularly with regard to education, where Voygotsky 's ideas have been seminally valuable. In Thinking and Speech, Vygotsky, postulates that in Piaget 's stages of development, each stage merely presents itself after the previous stage has run its course, it does not stem from it. (1982, p. 110)
The four universal developmental stages of Piagetian theory are as follows: The 'sensorymotor ' stage which occurs between the ages of 1 and 2 years old. This is the period during which Piaget identified the child developing a general schema for movement and sensation. This is followed by the 'preoperational ' stage from 2-7 years where the child in his opinion has an inadequate ability to turn thought into action. The child is seen as Egocentric as is demonstrated in the 'three mountains ' test, where three differently decorated, sculpted mountains are placed before the child and she is asked to demonstrate an understanding of how the view might look from the perspective of another; she is unable to do so. (Martin et al. 2009 p. p63). This struggle continues into