Piaget v. Vygotsky

Piaget (Berger, 1994) is a well know cognitive theorist whose concept of cognitive development placed great importance on early childhood education. Piaget’s theory has four specific stages. He deemed that children learn by actively involving themselves in their domain. Piaget is also linked to the Constructivist Theory：children construct

To begin with, Piaget’s theory on the four stages of cognitive development has been highly researched. He put little to no emphasis on social factors in his theory and came to the conclusion that children do not think like adults and do not learn from them but by interacting with their physical environment. Vygotsky, on the other hand, differed from Piaget’s thought and believed children learned mostly from others and he called this process, Scaffolding. According to Eutopia website, scaffolding is a teaching strategy that provides individualize support based on the learner’s zone of proximal development (Eutopia, 2015). Proximal development is the distance between the actual developmental level as determine by independent problem solving and the level of potential development as determine through problem solving under adult guidance or in collaboration with more capable peers (Bruner,1982). He believed knowledge comes from experiences within their culture and strongly thought that learning came from the outside in. On the other hand, Piaget theory stated that children are only able to perform in certain cognitive stages. He found that human understood whatever information that fit into their view of the world. When information does not fit, then individuals examine and accommodate the new information, is similar to Piaget’s theory on

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

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

Piaget was a constructivist theorist. He believed that people build up their own understanding of the

Unlike Piaget, who was of an academic background and didn’t apply his theories. Never the less, they both theories influenced education and empahsied the importance of assessment however Vygotsky wanted the observation of children and their abilities to be as valied as test scores.

Piaget and Vygotsky both had similar foundational beliefs of child development. They both thought children are naturally curious and were active in their own learning development. Both theorists believed children were born with the basic materials for development. This is where they began to differentiate in their theories:

The debate about who has the most accurate theory ,Jean Piaget or Lev Vygotsky. has been ongoing for many years. Both theorist have very supportive and reasonable theories concerning child development, but the differentiate along the lines of how how children process information through attention ,memory, and strategies.( Santrock 2011,p.50) Jean Piaget theory states that children development depends on their experiences and thoughts (schemas) as they grow up . While Vygotsky believed that development of child depends on experiences and assistants with others in the world.

Jean Piaget and Lev Vygotsky is psychologist that has different theories on the development of infants and young children.

Educational Implications of Piaget’s Theory. Piaget’s theory of cognitive development is well-known and provides a basic understanding of the cognitive process and how children

Both theorists also share a dialectical approach, emphasising that psychological development occurs due to an individual being continuously involved in processes e.g. assimilation and accommodation (Lourenco, 2012). With regards to learning, both Piaget and Vygotsky believed that children need to be guided as they try to understand the concepts that are being taught (Powell& Kalina, 2009). Piaget and Vygotsky are both Universalists, they believe that rationality, logic and principles of scientific thinking are relevant for individuals that are developing in society (Matusov & Hayes,

There are many assessments of Vygotsky and Jean Piaget's work during their lifetimes and deaths. Many of their theories have gone beyond what I am sure that they had expected for them too. Teachers, researchers and parents dabble in their theories of child development, social development and other theories when going about their lives. Whether it is a job or parenting it is a must to know about these two philosophers and what they believed to be real.

Dewey and Vygotsky both believed that teachers should act as guides for students, helping students through the learning process to make meaning of their world, though Vygotsky with his zone of proximal development theory was more optimistic than Piaget or Dewey about how much a child’s learning could be helped or encouraged by the social setting of peers and adults (Gallagher).

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.

Lev Vygotsky is one of the earliest proponents of a constructivist learning theory. Although he only lived through the early 1930s, his work was largely unknown in the West until the 1960s (Learning Theories Knowledgebase, 2012). His significant contributions to constructivist learning theory include three important distinctions. First, he purports in Mind and Society: the development of higher mental process (1978) that “social interaction between people plays the first fundamental role in the process of cognitive development” (explained in the Learning Theories Knowledgebase, 2012). This means we first learn by watching others and discussing new information with others, only then do we attempt to use our own cognitive systems for storing that new knowledge individually. “Vygotsky focused on the connections between