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Compare And Contrast Piaget And Vygotsky

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Cognitive Development can be explained as the emergence of thought processes beginning from infancy to childhood to adolescence to adulthood. The aim of this essay is to focus on Piaget and Vygotsky’s theories of cognitive development. Jean Piaget is a Swiss developmental psychologist who is known for his epistemological studies. On the other hand, Lev Semyonovich Vygotsky, a Soviet psychologist best known for his theory known as the Cultural-Historical theory. Both Vygotsky and Piaget were particularly interested in Cognitive Development in children. Piaget’s theory of development consists of four phases. The sensorimotor, the pre-operational stage, the concrete operational stage and the formal operational stage (Piaget, 1952). In the Sensorimotor stage which is the age of zero to two years, the infant’s knowledge of their environment developed through their senses, experiences and physical movements. Physical development increases the chances of the infant to develop new intellectual abilities. In the Pre-operational stage which is the age between two to seven years, understanding and reasoning is expressed by the use of symbols and language and imagination is developed, but reasoning is illogical and egocentrism prevails. The child develops object permanence (Woolfolk, A., 2004). In the Concrete operational stage which is from age seven to eleven years, intelligence is denoted by through logical manipulation of concrete objects and here …show more content…

They had many differences and also a few similarities in their outlooks. Their theories are of great importance and are used in researches to validate their views. It is true that both society and the individuals’ themselves work together to develop. Individualism and influences of environment create a complete individual. Both Piaget and Vygotsky were great psychologists and their work is greatly valued till

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Even in childhood, we can see that a child in toddlerhood has different capacities of those in middle childhood. Cognitive development is one psychological form that allows us to study these differences. One approach in particular, Jean Piaget’s theory of cognitive development, is particularly useful in studying the differences between stages in childhood (Wadsworth 5). Jean Piaget is considered one of the most important researchers regarding children’s intellectual understanding and his studies are still incorporated in research and books today. Piaget’s theory of cognitive development begins with infants and toddlers between ages 0-2.

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He described four stages, Sensorimotor Stage, Pre-operational Stage, Concrete Operational Stage and Formal Operational Stage, beginning in infancy and ending in adulthood. According to Piaget, we use the cognitive abilities we have at each stage to construct meaning drawn from our own environment (Ornstein and Scarpaci, 2012). He believed that there are two ways to approach constructivist theory: the developmental and the environment. The developmental theory of cognition describes the structures of knowledge as pre-logical, concrete and abstract operations (Ornstein and Scarpaci, 2012). According to Piaget, children learn concepts through different stages of cognitive development, this occurs before learning occurs and concepts are internalised (Ornstein and Scarpaci, 2012).

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

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Piaget has stages of development whereas Vygotsky does not, however they both discussed how infants develop a sense of control in their environment. Piaget’s discussed this in the first stage of development, the sensorimotor intelligence stage where infants will develop “increasingly complex motor and sensory schemes in which allow them to organize and exercise some control over their environment” (Newman and Newman, 2015 p.35). Vygotsky discussed an infant’s development to control a part of their environment through learning to gesture at objects and internalizing these gestures when their goal is met (Newman & Newman, 2015). Both theorists discussed the importance of language development and importantly egocentric speech. While both theorists thought differently on the pathway for egocentric speech, both agreed that egocentric speech helps children with problem solving (Newman & Newman, 2015).

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Looking at The Resemblance and The Contrasting Theories Between Jean Piaget and Lev Vygotsky Abigail Wood Submitted as: AZA2455 Piaget and Vygotsky Comparison Essay Due Date: 15th April Tutor: Cayla Claire Sebba Class: Friday 08:00-10:00 Word Count: Jean Piaget and Lev Vygotsky are known to be the leading theorists in developmental psychology. Piaget and Vygotsky’s theories have a big impact on psychological and educational development. In the field of developmental science it’s been proposed that the abilities of children and the occurring change is very significant ( Shaffer & Kipp, 2002).

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Based on the book, there have been numerous similarities and some differences regarding the theoretical developmental process of a child’s language and thought, viewed by Piaget and Vygotsky. Let me start by saying, although Piaget have stated his points, some can’t necessarily be proven; for instance, his idea of a child thinking syncretically is incorrect, since syncretism won’t extend over such a large area. Stern, a German who did his own experiment at a German kindergarten, found a different response from that of which Piaget stated, also those of Russia and Geneva; not to mention, other parts of the world. Stern was able to get a greater response from those children engaged in a group activity. With the varying results, it is clear to

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‘Piaget considered the concrete stage a major turning point in the child's cognitive development’ (McLeod, 2010). At this stage children should have developed logic, this means they are able to categorise and classify their experiences with ease. This gives them a greater understanding of what is happening in the environment around them. They usually apply this acquired logic to aspects that they ae able to see, for example, while taking part in an activity. An early year’s professional carried out an experiment where she presented a younger child, who had not yet entered this stage, with two rows of coins.

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At this stage children begin to learn for example their name. Concrete operational is going further than language and beginning to apply it. According to “Cognitive Development Theory” by the stage formal operations “The person no longer requires concrete objects to make rational judgements. He or she is capable of deductive and hypothetical reasoning.” (2016)

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By the time children reach middle childhood they have been exposed to a number of different social interactions with other children and adults. Children begin to grow in their cognitive development as they obtain different ways of thinking through older people with more knowledge. It is said that Vygotsky had a greater advantage over Piaget as he worked in a period of great social upheaval that put different social and ethnic groups into the same educational focus as explained by Kozulin (2003). The development of children’s higher mental process is said to depend on the interaction with people and the environment, therefore a child is exposed to higher processes which lead to an increase in cognitive development as Vygotsky’s theory is founded on real contact and interaction. As stated by Lloyd and Fernyhough (1999) children arrive at knowledge of the world through activity.

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Vygotsky believed that cognitive development was limited at any age and based on social development. He took everything into consideration, how the child is raised, their culture, and also how they learn to think. His theories stress over the necessary role of social interaction in cognitive development, Vygotsky argued with Piaget’s and strongly believed that social learning comes before development.

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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.

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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.

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Lev Vygotsky was a Russian psychologist of the early Twentieth century. He was an intellectual contemporary of Piaget, however a meeting

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1572 Words | 7 Pages

and it begins with the sensorimotor stage, a child from birth to the age of 2 years old learns and thinks by doing and figuring out how something works. The second stage is the preoperational stage and in this stage children from ages 2 through 7 years are developing their language and they do pretend play (Berk, 2005, p.20). Concrete operational is the third stage and children ages 7 to 11 years old lack abstract but have more logic than they did when they were younger. The last stage is formal

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1038 Words | 5 Pages

Also, they both had some interest in philosophy. Their views help enhance the similarities and differences providing in their theories. The first theorist introduced is Piaget and his theory was based on “the understanding of how children and adolescents think and learn” (198). The second theorist introduced is Vygotsky and his theory was influenced by Karl Marx’s proposal “that historical changes in society have significant impact on how people think and behave” (215).

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