His theories have many differences to Piaget’s but there are also a number of aspects of their theories which are similar. A. Piaget and Vygotsky had an interest in the study of cognitive development, with a view to explain how, when and why this development occurs, although their views to how this occurs will often differ. A connection between language and cognitive development has been found by both Vygotsky and Piaget; Piaget believed that thought drives language, whereas Vygotsky’s understanding was that language drives thought (Bailey et al 2009). It is also thought by both psychologists that use of speech and language plays an important part in cognitive development. Speech and language, in addition to the concepts used by younger children to order the world, are thought to be used differently than in older children and adults as they will change as they grow and develop.
He focused on language and the development of internalising language; that we learn to think through and before speech, as a major influence on children’s cognitive development. He believed that personal and social experience cannot be separated and that a child’s development is not only constructed by personal development but also moulded by the child’s culture; education, family and community. He concentrated on the child’s potential learning ability and the need for experts that help a child to construct their learning and intelligence. A lot of practical applications from his theory are used in the educational system today. There are a lot of similarities in Piaget and Vygotsky’s theories.
Jean Piaget’s theory was based on systematic (schema) study for our cognitive development. Piaget believed that there were stages that you had to achieve in order to move on to the next. The order of the stages: Piagets theory came in to place by observing children. A way of applying his theory to the classroom is “use concrete props and visual aids whenever possible...” (McLendon, 2011) In my practice we set up activities for each individual need of each child to help them progress through the stage of the theory which links to Piagets theory. Lev Vygotsky’s theory was based on social/emotional development needs to show demonstration/imagination to allow a child to progress.
5. Moral development – this is a sub-set of social and emotional development with strong links to cognitive development. The development of morality is about the decisions that children and young people take, the principles that they adopt and their behaviuor towards others. Each child develops at their own rate, there is a
Hereby, characteristics such as experience, self-concept and readiness have an influence in determining learning and are some of the reasons that explain the difference in depth and volume between child and adult learning. The learning styles of the students play a significant role in developing instructional strategies and designing class activities to maximize the learning experiences of students (Carpenter-Aeby & Aeby, 2013). At the same time, the applications acknowledge what Murray (2014) claims in saying that andragogy is far from an inherent and essential construct that is contained within an individual. Rather, it emerges as a function of instructor-student relationship. However, according to Harper & Ross (2011), there are weaknesses
One similarity is that they both agreed that infants are born with the tools and abilities for intellectual development. They also both agreed that egocentric speech was an important part of cognitive development. But then Piaget focuses on the motor reflexes and sensory abilities, while Vygotsky focuses on attention, sensation, perception, and memory. One big difference in their ideas is that Piaget believed development came before learning, while Vygotsky (1978) stated, “Learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychology function.” Just that difference would make a big difference in their theories all together. Another huge difference is that Vygotsky believed in culture and surrounding environment affects cognitive development.
In this essay, I will compare and contrast the theories of Piaget and Vygotsky, who both influenced the more scientific approach to analysing the cognitive development process of the child active construction of knowledge, (Flanagan 1996). Both Vygotsky and Piaget were regarded as constructivists in the field of cognitive development, meaning that cognition is the result of mental construction (Davison, 2006). According to constructivists, a person’s ability to learn is affected by the context in which the person is taught, as well as their personal beliefs and attitudes.
2.3 Explain how theories of development and frameworks to support development influence current practice Theories of development: Cognitive Piaget was working on an intelligence test when he noticed that children consistently gave similar wrong answers to some questions, and he began to consider why this was. Piagets theory of learning is sometimes referred to as a constructivist approach. According to Piagets theory, there are four stages of learning, these are: Assimilation. In this stage the child constructs a theory (Schema) Equilibrium. The childs experiences so far seem to fit the schema, everything balances.
He was more interested in the theory of knowledge and took an interest in children and their reasoning. As a result he began to observe how children’s minds develop, hoping to discover the key to human knowledge. In his work, he identified the stages of mental growth in childhood development and theorized that all children progressed through stages of cognitive development. Piaget also discovered that children think and reason differently at various stages in their lives. Although he believed in four stages, only one is directly related to early childhood development and this is the sensorimotor stage.
Although Piaget theories and ideas often clash with those of Vygotsky’s, they certainly have some cohesion in their theories when come to cognitive development. First, I will compare similarities in ideas they share and then discuss on how they vastly differ from each other. Vygotsky was strongly in agreement with Piaget when he stated that children are curious and active constructor of knowledge who participates in their own learning and discoveries (Shaffer et al., 2005). They actively explore their world by testing their ideas against reality, seeking to expand their knowledge of their environment (keenan, 2005). Both Piaget and Vygotsky have emphasis on the importance of action and play in child function in