Vygotsky V Piaget

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Piaget V Vygotsky Jean Piaget’s Theory of cognitive development focused on four stages of development from birth to twelve years old. Biological maturation was essential to his theory, he believed that each stage of children’s cognitive development were tied to their physical development, so they should not be taught certain concepts until they progressed to that level, he searched for systematic patterns in children’s errors and focused on these, he believed that children’s cognitive development was an internal process and that learning was solitary. Piaget’s theories on cognitive development have made a huge impact on educational and teaching practices, and have contributed to the national curriculum. Vygotsky's theory of cognitive development focuses on social interaction as a key concept in learning. 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. They both believed that children should be active in their learning and that first hand experiences encourages a child’s national curiosity, they also shared the belief that play was a very important factor to a child’s learning. However Piaget believed that a child’s development is more internal than interactive and that children should learn to work things out for
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