Psy Piagets and Vygetski

390 Words2 Pages
Susan Scholz Both have important similarities and differences exist in Piagets and Vygetski’s descriptions of cognitive development. Both are widely accepted ideas that learners’ are actively constructing knowledge for themselves. Piaget thought that children learn primarily on their own and Vygetski thought knowledge was first socially constructed and then internalized by the individual. They both view social interaction important but differ on the role it plays with a learner. Piaget’s idea of social interaction is a mechanism for disrupting equilibrium, and as individuals must adapt their schemes though accommodation and assimilation then cognitive development happens. Piagets believed it was centered on the equilibrium. The scheme modified goes from accommodation and stimulus modified goes to assimilation. Then both go to adaptation and on to the equilibrium. Vygotski believed development results directly from social interactions. Vygotshi thought social interaction was affected by culture and language and vise versa culture and language were affected by social interaction. All three affected each other and thus affecte a person’s development. Also they both view language as important in knowledge construction and again differ in how it works. Vygotski believed external speech is the precursor of internalized private speech, self talk that guides thinking and action. This helps a person learn quicker and more effectively. Such as repeating something in your head or saying the steps to something as you do it in your head. Piaget stages of development. There are four stages sensorimotor, preoperational, concrete operational, and formal operational. these stages describe different general patterns of thinking for children at different ages and with different amounts of experience. Sensorimotor is from ages 0-2, children use their senses and motor capacities
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