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Similarities of vygotsky and piaget
Similarities of vygotsky and piaget
Vygotsky and piaget differences
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Compare and contrast the approaches of Piaget and Vygotsky. What aspects of their theories have best stood the test of time? To understand how we are able to become such complex and multifaceted individuals, we must grasp the idea of cognitive development. Cognitive development is defined as “the ability to think and reason” (University of Chicago Comer Children's Hospital, 2006). The two main contributors of this topic within psychology, are Piaget and Vygotsky. They are also both the main competitors in terms of contrasting theories, however, do still have many similarities between them. Piaget’s main theories include stages of development; sensorimotor (senses, reflexes and object permanence) preoperational egocentric speech, use of …show more content…
(1995). The Difference between Piaget and Vygotsky: A Response to Duncan. Developmental Review, 15(4), 473-482. http://dx.doi.org/10.1006/drev.1995.1020 Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Retrieved November 24th, 2017 from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas In Psychology, 30(3), 281-295. http://dx.doi.org/10.1016/j.newideapsych.2011.12.006 Sigelman, C. K., & Rider, E. A. (2009). Human Development Across the Lifespan (7th ed.). China: Wadsworth, pp. 221-225 (stop after section 7.1) and pp. 244-248 (sections 7.6 and 7.7). Smith P.J., Cowie, H., & Blades, M. (2003). Understanding Children’s Development (4th ed.). London, UK: Blackwell Publishing. (Chapter 15 covers the work of Vygotsky, Bruner and Call) University of Chicago Comer Children's Hospital (2006). Children and adolescent mental health glossary. Retrieved November 24th, 2017 from http://www.uchicagokidshospital.org/online-library/content=P02566 Vygotskyarticle (2017) Mrspurdyhilhi.weebly.com. Retrieved 25th November 2017, from
Gruber, H. E., & Voneche, J. J. (Eds.). (1977) The Essential Piaget. New York: Basic Book, Inc.
Jean Piaget and Lev Vygotsky spent their lives constructing theories to explain human growth and development. Both theorists are, today, considered leading contributors to the field of developmental psychology. The purpose of this paper is to explain how a better understanding of Piaget’s and Vygotsky’s theories will provide you with a better understanding of how we ourselves learn and grow as students in today. This will be accomplished by summarizing, comparing,
Jean Piaget and Lev Vygotsky are two of the most well known cognitive psychologists who addressed cognitive development and learning among children and youths. While there are similarities, contrasts do exist between the two theories, and those contrasts are vital to the comprehension and application of the theories, especially in an educational setting.
Piaget is most commonly recognised for his work in forming a theory explaining how children’s thinking evolves to become more complex with age (Passer & Smith, 2012). For more than fifty years, Piaget researched the area of child thought processes, proposing a step-wise sequence of child mental development involving four distinct stages (Passer & Smith, 2012, p. 422). According to Passer and Smith (2012), a core belief of Piaget’s was that “cognitive development results from an interaction of the brain’s biological maturation and personal experiences” (p. 422). Piaget’s research has since received considerable attention and debate as to its validity. Many assessments of his work detail a greater level of criticism than praise; this criticism presumably being in place to support recent scientific discoveries and assist in the evolution of particular elements of his theories to what is regarded as relevant today (Flavell, 1996). Despite those who doubt his work, many sympathetic theorists (labelled neo-Piagetians) have opted to adopt and
Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner.
A program that I would discover for a 6-year old would be counting numbers and identifying objects by placing post-its on the items. This program would help the child remember objects by increasing all types of their speech. These two programs would be different because Vygotsky would believe that the child learning in both programs differ culturally, while Piaget would think that the children’s learning is caused by universal characters. Vygotsky might believe that a child who is learning expeditiously or slowly is due to social factors, while Piaget would disagree. Lastly, Vygotsky might believe that a child could be learning but we may not be aware of this because a child may keep it as internal thoughts rather than Piaget’s view that thoughts form language. The similarity between both programs I have addressed is the idea behind the activity, learning, and involvement of learning children.
This cognitive development theory is known as “Stage Theory,” a comprehensive set of observations made by Piaget that detail four stages in which human intelligence development occurs (Huitt et al 2003). Rooted firmly in evolution and biology, Piaget’s Stage Theory articulates key differences in the growth of individual’s throughout their early life. He believed that everyone passes through the four stages in exactly the same order. The stages are as follows: The Sensorimotor Stage, The Preoperational Stage, The Concrete Operational Stage, and the Formal Operations Stage (Woolfolk
Piaget’s theory is developed from the idea that the child constructs their knowledge individually whereas Vygotsky argued that children develop tools of learning by communicating with more knowledgeable others (O. Lourenco 2012). Piaget suggested that children develop through a series of four stages in their thinking – the sensorimotor, preoperational, concrete operational and formal operational stages each of which causes broad changes in the child’s intelligence structure and their logic (reference). These four structures are mental operations which are applied to anything in the child’s world these mental operations are referred to as schemas which grow and change from one stage to the next (book). Vygotsky had very different idea on this subject although they both agreed that the child is the active constructor of their own knowledge
Another difference between Vygotsky and Piaget is their beliefs of social interaction. Vygotsky accredits social interaction and language to be a direct cause of development. While, Piaget social interaction and language disrupt the equilibrium forcing us to stop and reconstruct our
There are four main theories discussed when teaching cognitive development: Piagetian, information-processing, sociocultural, and dynamic-systems. The first and most recognizable is the Piagetian theory founded by Jean Piaget. Piaget views children as “little scientists” who create hypotheses, preform experiments, and draw conclusions from their observations. He claimed development involves three main continuities: assimilation, accommodation, and equilibration. Although Piaget discussed some forms of continuity, he is most known for his emphasis on discontinuous aspects, which he refers to as “stages” of cognitive development. Piaget’s four stages are: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage. These stages explain cognitive development at different ages.
In his pre-operational stage he spoke of mental representation like role play and pretend play where children are actually able to internalize mental representation of the world around them and hold this in their heads. This is also a building block of memory, you have to be able to hold something in your head in order to be stored in memory. Now, what I would implement in the classroom based on this theory would be by witnessing children’s pretend play and interacting with their classroom in order to construct in their knowledge. However, we must take into consideration that not all students are on the same stage. Also, we want our students to interact with their peers. Vygotsky introduced something extra into Piaget’s theory. He brought to us the idea that the social interaction with peers is very important. So if we go back to the video, children are learning from each other while they talk about how they will construct a bigger cage. He also introduced the zone of proximal development in which a child needs a little bit of guidance from an adult or an older peer. In the video we see how the teacher facilitates students and encourages them to think deeper into their thoughts by asking open ended questions in which they come to a profound level of
The processes which explain how development transpires can be described as mechanisms of development. Although Piaget and Vygotsky both focused their theories on cognitive development, the mechanisms needed to develop cognition differ for each theorist. Piaget focused on the mechanisms of cognitive organization, adaptation, and equilibration. Vygotsky, on the other hand, focused on a dialectical process, cultural tools, Zone of Proximal Development (ZPD), scaffolding, internalization, and private/inner speech. For Piaget, cognitive organization entails the tendency for thought to have structures in which information and experiences are then labeled into schemas (Miller, 2011). Schemas allow humans to organize categories of information they
Lourenco lays out a strong similarity between Piaget and Vygotsky’s theories, both of which view psychological development through a dialectical approach. That is, they both “intertwine external and internal factors” that lead to an adaptive process when accumulating knowledge which is predominant in both Vygotsky and Piaget’s works (Lourenco, p. 283). Both theorists are concerned with the quality of intelligence and knowledge and not the
Slanders, J. (2009, Januray 18). Differences between Piaget's and Vygotsky's theories of development. Retrieved January 11, 2014, from Jessica's Blog: http://www.personal.psu.edu/jms5355/blogs/jessicas_blog/2009/01/differences-between-piagets-and-vygotskys-theories-of-development.html
According to Singer & Revenson (1996), there are many journal articles and books of Piaget’s theory that, in fact, many students and adults’ well somewhat get confused of his work because of all the information he has provided. Though, the main purpose of Piaget’s articles is to describe what I child is actually thinking. What is going on through their head? How did they learn something specific such as counting to five or learn the letters of the alphabet? These questions are referred as cognitive, which is the mentality of a child throughout his/her stages.