ipl-logo

Jean Piaget Vs Vygotsky

1228 Words5 Pages

Cognitive development covers the development of a child’s thinking, and includes sensory development, concept formation, problem solving, memory and concentration, the development of creativity and imagination. Jean Piaget and Lev Vygotsky are two of the main psychologists whose work in this area has been the foundation of much research in cognitive psychology. A common understanding between the two rest on the idea that cognitive development in children occurs through stages, nonetheless, their recognition of these stages vary. Jean Piaget and his contributions to cognitive development was one of the major breakthroughs in psychology. He was progressively inspired by behaviourisms and started to research and examine the subject even further. …show more content…

Vygotsky stated that children learn a sense of self through interaction with others. Piaget said that adults provide the stimulants and environment to learn but too much interference can damage a child's natural development. However, in Vygotsky’s theory he believed that this interaction is one of the most crucial parts of development for a child. Despite the fact that Vygotsky and Piaget both created speculations of subjective improvement, their methodologies still varied. Unlike Piaget, Vygotsky believed that the development of a child couldn’t only be examined on their abilities on their own, but rather on what they achieved with help (Beaver, M., Brewster, J., & Jones, P., …show more content…

It is evident that both Piaget and Vygotsky acknowledge cognitive development in children as a process and view the child as an active learner. However, it is important that a distinguish is made between their different stages of development. Although Piaget seems to have adequately described general sequences of intellectual development, his tendency to infer underlying competencies from intellectual performances often led him to underestimate children’s cognitive capabilities. Some investigators have challenged Piaget’s assumption that development occurs in stages, whereas others have criticized his theory for failing to specify how children progress from one “stage” of intellect to the next, and for underestimating social and cultural influences on intellectual development. Vygotsky provided a valuable service by reminding us that cognitive growth is best understood when studied in the social and cultural contexts in which it occurs. Although this theory has fared well to date, it has yet to receive the intense scrutiny that Piaget’s theory has. (Shaffer & Kipp,

Show More
Related
777 Words | 4 Pages

Piaget’s theory of cognitive development states four stages of cognitive development. During the first Sensorimotor Stage which Piaget

Read More
642 Words | 3 Pages

Piaget vs. Vygotsky Piaget and Vygotsky both provided the psychology world great insight into the cognitive development of children. Although there are some major differences between Piaget’s and Vygotsky’s theories there are some similarities. Together their theories, research, and methods have greatly influenced education. Their work has given educators and students more knowledge about the cognitive ability they have inside and outside the classroom. Piaget and Vygotsky have helped identify major factors that will continue to improve learning for children.

Read More
134 Words | 1 Pages

Lev Vygotsky had an alternative view on cognitive development. Vygotsky states that “learning is passed down from generation to generation; that it is a result of guided social interactions in which children worked with their peers and a mentor to solve problems and that cognitive development could only be understood if you took cultural and social context into account.” ( Singer, 2010). He suggests that you were unable to think until you knew and understood a language. Vygotsky came up with the Zone of Proximal Development, which he described as the transformation between the progressive level of a child on his own and the progressive level a child could reach with the right amount of guidance.

Read More
1929 Words | 8 Pages

Introduction This assignment is in two parts. The first part of this assignment would attempt to use the theories of human development to explain the child behaviour observed during child observation at the preschool while the second part of this assignment would propose an intervention on a scenario at my practice placement. I would demonstrate my critical understanding of the theories and evaluate their relevance for evidence-informed and value-based practice. I would conclude by articulating my critical appreciation of the use of theory to inform professional social work practice based on my experience from the child observation and my placement experience.

Read More
999 Words | 4 Pages

Lev Vygotsky, a Russian psychologist, is best-known for his sociocultural theory. In Lev Vygotsky theory, social interaction played a critical role in children’s learning and the adults in a society foster children’s cognitive development in an intentional and systematic manner by engaging them in challenging and meaningful activities (Christina, 1999). Social interaction such as imitation, guided learning and collaborative learning enable children go through a continuous process of learning, so-called development, and culture profoundly influenced this process (Kendra, 2015). Development of human cognitive is not about the product but the process. Lev Vygotsky differ with Piaget’s views from discovering learning in child development, but also based on Piaget’s ideas.

Read More
935 Words | 4 Pages

John Piaget, a famous and influential researcher in psychology, is responsible for developing what is today known as Piaget’s theory of cognitive development. Piaget developed this theory of cognitive development to explain how children acquire the ability to think, learn, reason, and communicate. To explain this process of acquisition, Piaget simplified the process of cognitive development in to four stages. The four stages of Piaget’s theory of cognitive development are: the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational period. It is because of Piaget’s theory of cognitive development, that we can explain the differences in the thinking patterns of a 3-year-old preschooler and a 9-year-old student.

Read More
1016 Words | 5 Pages

Vygotsky’s views were similar to Piaget’s in that they both saw children as active participants in their learning. Both Vygotsky and Piaget shared the view that children’s cognitive development depended on their active participation in the gaining of knowledge and skills. However, although Vygotsky was a supporter he was also a critic, Vygotsky suggested that language was more important than Piaget implied by taking on a cognitive role rather than being just for social interaction. He highlighted the importance of a child’s cultural background in effecting the stages of development. (Atherton,

Read More
775 Words | 4 Pages

According to Vygotsky, the basis for learning lies within social interaction and communication. It is when a child is able to communicate, either verbally or non-verbally, that they understand the world around them through copying and internalizing new concepts. An example of this is what Vygotsky called cooperative or collaborative dialogue, when a “more knowledgeable other” assists the learner with a task. Although it sounds like a relatively basic idea, other psychologists at the time, notably Piaget, placed the source of learning within the person and not related to the people around them. As Orlando Lourenco illustrated in the article “Piaget and Vygotsky: Many resemblances, and a crucial difference,” the key difference between the two leading psychologists of the early twentieth century was the importance of the surroundings of the child.

Read More
877 Words | 4 Pages

As for Piaget, interaction with peers is more effective than those with people carrying higher skills and capabilities. The reason is that peers’ ability is almost equivalent with each other. So that it is not stressful for people to express different views. Consequently, cognitive development is promoted by interaction with peers through cognitive conflicts. On the contrary, cognitive development is motivated by interaction with people such as teachers and parents in Vygotsky’s theory (Vygotsky,1978).

Read More
1533 Words | 7 Pages

Lev S. Vygotsky (1896-1943) was a Russian theorist (Crain, 1992). Vygotsky’s death at the young age of 37 put an end to his research (Ivic, 1994). The following essay attempts to firstly discuss the role of social factors in development, secondly the importance of psychological tools in mental development and thirdly the differences between school knowledge and everyday knowledge in relation to schooling. These topics are interrelatedly discussed within the essay below. Vygotsky chose to create this theory along Marxist lines (Crain, 1992).

Read More
802 Words | 4 Pages

Piaget developed a stage theory of intellectual development that included four distinct stages: the sensorimotor stage, from birth to age 2; the preoperational stage, from age 2 to about age 7; the concrete operational stage, from age 7 to 11; and the formal operational stage, which begins in adolescence and spans into adulthood. He believed that there were four necessary ingredients for cognitive development which included: “maturation of the nervous system, experiences gained through interaction with physical world, social environment, and child’s active participation in adapting to environment & constructing knowledge from experience.” (Sullivan, 2014, Slide 3) The sensorimotor stage occurs between birth and age 2. Infants and toddlers acquire knowledge through sensory experiences and handling objects.

Read More
1528 Words | 7 Pages

I know life won’t always be perfect, but with my gut instinct, I felt like I’m a whole lot stronger and smarter than I think. This experience according to Piaget , once acquired, is the process of assimilation and with the new schema will continue until the next time we want to make adjustment to it (Huitt & Hummel, 2003). Piaget has only four stages in his theory and no real theory after the onset of adolescence. It was believed that not everybody reach formal operational thought considering if the individuals comes from different parts of the world, different culture, different environment, the findings will be more complex. While Vygotsky’s theory has continuity in the fundamental source of cognition, which is social

Read More
1368 Words | 6 Pages

Brief History Jean Piaget was a Twentieth century Swiss psychologist and was the first psychologist to systematically study the cognitive development of children. Thomas (2005) wrote that early in Piaget’s career he worked with children and his observations and interactions with the students led him to the theory that a young person's cognitive processes are inherently different from those of adults (pp. 188-9). According to Ahmad, et al. (2005) , Piaget showed that when compared to adults, young children think in differently and he then came to the conclusion that cognitive development was an ongoing process which occurred due to maturation and interaction with the environment (p. 72).

Read More
1572 Words | 7 Pages

Piaget’s Theory of Cognitive Development Cognition is a process where different aspects of the mind are working together that lead to knowledge. Piaget’s cognitive development theory is based on stages that children go through as they grow that lead them to actively learn new information. Cognitive change occurs with schemes that children and adults go through to make sense of what is happening around them. The change that occurs is activity based when the child is young and later in life correlates to mental thinking. Piaget’s stages of cognitive development start from birth to adulthood

Read More
1038 Words | 5 Pages

Piaget and Vygotsky provide their distinct differences in their theories; however they share many similarities. These two theorists expanded their beliefs in how they thought a child would progress throughout the years of growing. This brought many different opinions as well as some advantages to each of their theories. Some of the differences between the two theorists are derived from the theoretical experiences and language, culture, and education. Piaget and Vygotsky both shared a common knowledge from either having training or background as biologists.

Read More

More about Jean Piaget Vs Vygotsky

Open Document