Similarities Between Piaget And Vygotsky And Cognitive Development

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DEVELOPMENTAL PSYCHOLOGIST This paper will explore two influential men whose theories have a remarkable influence on development and learning. Second, this essay will examine Piaget and Vygotsky’s background, each hypothesis as it relates to cognitive development and education, the similarities and differences, the impact of having better insight into and understanding the concept of learning. Developmental science involves looking at the entire realm of human thought, behavior, and expression (Steinberg, Bornstein, Vandell & Rook, 2011). Cognitive development entails qualitative changes in thinking as one matures. Sociocultural perspective involves examining ways development adapts to culture (Steinberg et al., 2011). Equally significant…show more content…
Vygotsky believes that there is a correlation between social relationships, culture, and language. The concept of culture in development plays a vital part in learning. Language is the catalyst for social interaction which in turn uses culture to nurture cognitive development (Louis, G. W. 2009). Vygotsky found three domains that need social interaction for cognitive development to be successful. Zone of proximal development, scaffolding, and psychological tools. Zone of proximal development, involves an individual being able to complete a task with or without aid, scaffolding runs concurrently with the zone of proximal development and gives support, and lastly is a psychological tool, involves the use of devices to communicate, such as handwriting. (Louis, G. W. 2009). Similarities in the theories of Piaget and Vygotsky Piaget and Vygotsky are prominent psychologists who studied the development of children and share views on several topics. According to Lourenco (2012), Piaget and Vygotsky share the idea that to understand psychological components an individual would have to have a developmental perspective especially if the task was complicated. Secondly, Piaget and Vygotsky perceived a non-dualist theory as not being able to gather their intelligent spectrum without social interaction. Third, Piaget and Vygotsky’s view of non-reductionist, concludes that a task performed by one child may yield two answers; therefore, the
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