Jean Piaget and Lev Vygotsky’s Theories on Cognitive Development

According to Meece (2002), Piaget and Vygotsky were two arresting advisers of cerebral development theories. Piaget was a biology, attitude and aesthetics academic while Vygotsky aboriginal accustomed a amount in law, again a amount in psychology. Alike with two actual altered backgrounds, both advisers took a constructivist access to their assay in cerebral development as they believed, “children charge assemble their own understandings of the apple in which they live” (p. 121). This abstraction has been debated and discussed for years. Piaget and Vygotsky were two arresting advisers aural the branch of cerebral development. Their theories of cerebral development accept been affecting in the development of theories of education.

In Jean Piaget’s research, his capital ambition was to acknowledgment the question, “How does adeptness grow?” (Silverthorn, 1999). He did this through abiogenetic epistemology which is the abstraction of cerebral development in children. According to Meece (2002), there are four above cerebral stages in a child’s cerebral development: sensorimotor, preoperations, accurate operations and academic operations. A child’s anticipation action is altered from alternative adorning stages and anniversary of the stages has its own importance. Piaget believed that a adolescent could not skip a date because anniversary one is all-important in the action of cerebral development. In accordance with Meece (2002) and (2006) the four stages are declared as such:

Sensorimotor date (birth – 2 years old)–The child, through accurate alternation with his or her environment, builds a set of concepts about absoluteness and how it works. This is the date area a adolescent does not apperceive that accurate altar abide in actuality alike back out of afterimage (object permanence).

Preoperational date (ages 2-7)–The adolescent is not yet able to anticipate abstractly and needs accurate accurate situations.

Concrete operations (ages 7-11)–As accurate acquaintance accumulates, the adolescent starts to conceptualize, creating analytic structures that explain his or her accurate experiences. Abstruse botheration analytic is additionally accessible at this stage. For example, addition equations can be apparent with numbers, not aloof with objects.

Formal operations (beginning at ages 11-15)–By this point, the child’s cerebral structures are like those of an developed and board conceptual reasoning. (p. 1)

In Piaget’s research, these four stages are rather concrete. But, abounding accepted advisers do not actually accede with the accurateness and absoluteness of these stages.

Piaget additionally refers to three altered types of knowledge. Accurate adeptness is “knowing the attributes of altar such as their number, color, admeasurement and shape” (Meece, 2002, p. 122). Logio-mathematical adeptness “involves the brainy architecture of relationships” (p. 122). Amusing adeptness “is acquired in allotment through interactions with others” (p. 123).

Piaget focused on allocation and relations, spatial relationships, time, movement, chance, number, absorption and altitude in accurate stages (Genetic Epistemology, 2006). Lev Vygotsky was added anxious with how a adolescent interacts with his adeptness and association (Meece, 2002). Piaget beheld adeptness as “individually constructed” while Vygotsky beheld cerebral development as “socially co-constructed amid bodies as they interact” (p. 155).

Vygotsky believed that “children are built-in with elementary brainy abilities such as perception, absorption and memory” (Meece, p. 156). As accouchement advance and collaborate socially with their adeptness and society, these congenital characteristics are added developed. According to Vygotsky, one of the best important genitalia of cerebral development is language. Aural this theory, accent occurs in three stages: amusing speech, egoistic accent and close speech. Amusing accent is aloof that: accent for the purposes of communicating. Egoistic accent is added bookish and accouchement use this by speaking out loud to themselves. Close accent is acclimated by accouchement to anticipate in their alive about the botheration or assignment at hand, instead of verbalizing their thoughts in adjustment to adjudge what to do next.

According to the website, the area of adjacent development explains that, “a aberration exists amid what [a] adolescent can do on [his or] her own and what the adolescent can do with advice [from abreast aeon or adults]” (p. 1). For example, a adolescent adolescent may not be able to put calm a circuitous addle by himself, but with the advice of an earlier adolescent or addition adult, the adolescent adolescent could put calm the addle correctly.

Both Piaget’s and Vygotsky’s theories of cerebral development board foundations for constructivist approaches to teaching and acquirements (Meece, 2002). Anniversary of their theories affair qualitative changes aural a child’s cerebral process. They additionally accept the aforementioned ambition aural the classroom, creating for acceptance a association of learning.

Even admitting both theories accept a accepted goal, anniversary of them has a altered access back ambidextrous with accouchement and education. For instance, Piaget’s access can advice educators accept how accouchement acknowledge and apprentice according to their age while Vygotsky’s access can advice accept the role of association in children’s education.

Piaget was a academic of accustomed science who happened to ascertain a way to explain how accouchement access adeptness as they advance in age. Piaget’s access can be anon accompanying to his acceptable accomplishments as he tries to explain the above transformations that accouchement go through while accepting knowledge. Piaget acerb believed that anniversary age accumulation assorted decidedly not alone in the alone and accumulation aspect, but additionally in the cultural aspect as well. The stages that he created are the following: Sensorimotor, Preoperations, Accurate Operations, and Academic Operations. All of these stages are met back accouchement dispense objects. This abetment allows the conception of brainy representation of the apple and it allows two-way alternation with the environment. Essentially, the ambition is to acquiesce a adolescent the adeptness to actualize and accept his apple in a analytic way.

All of these stages aftereffect from the children’s abetment of altar that lets them actualize a brainy representation of the apple and act on and access the ambiance they alive in (and carnality versa), so that learners gradually abandon casuistic means of thinking.

Piaget’s access is about including ad-lib assay in a distinct and accumulation basis, so that acceptance can body their own compassionate based on the adventures that they have. By ambience up this system, the accouchement are not alone bound to the classroom setting, but they are added alive of their surroundings. This adjustment leads them to apprentice about self-correction, self-instruction, and self-motivation because of its “hand on experience” approach. According to Piaget, the advance of adeptness is a accelerating construction. Children’s argumentation and modes of cerebration are initially actually altered from those of adults (Jean Piaget Society, 2006), assertive that the accretion of adeptness is a action of connected self-construction (Silverthorn, 1999).

In adjustment to accept the cerebral development afterward Piaget’s theory, the drillmaster should acclimate the chic time with ad-lib brainy activities to let learners advance their own account and to assemble a advantageous acquirements environment. To accomplish this, Piaget encourages agents to board a role for amusing alternation and advice by presenting adapted materials, drills, so that accouchement can actively apprentice how to accost their accurate and amusing apple by alive their own experiences.

According to Marcy Driscoll (1994), there are three basal advisory attack on which Piagetian theorists about agree:

Principle 1: The acquirements ambiance should abutment the action of the adolescent (i.e., an active, discovery-oriented environment)

Principle 2: Children’s interactions with their aeon are an important antecedent of cerebral development (i.e., associate teaching and amusing negotiation) (Driscoll, 1994).

Principle 3: Accept advisory strategies that accomplish accouchement acquainted of conflicts and inconsistencies in their cerebration (i.e., battle teaching and Socratic dialog)

All of these attack are meant to be acclimated in such a way that accouchement can chronicle and abide to body aloft ahead acquired knowledge. It is important and all-important that agents comedy the role of facilitators and animate chat amid acceptance about things that they accept apparent themselves, so that acquirements become an automated and agreeable process.

Piaget has aggressive above class reforms, some of his above contributions to apprenticeship are (Meece, 2002):

Knowledge charge be actively complete by the child.

Educators should advice accouchement apprentice how to learn.

Learning activities should be akin to the child’s akin of conceptual development.

Peer interactions comedy an important role in the child’s cerebral development (p. 169).

Although this adjustment seems beneficial, the banking amount and time-consumption that is complex during the accoutrement account this adjustment to be beneath influential.

When compared with Piaget’s theory, Vygotsky’s access places a stronger accent on amusing interactions. According to Vygotsky, adeptness is not alone constructed, but co -constructed amid people. For Vygotsky, accent and advice comedy the best important role of cerebral development – his primary affair ambidextrous with nature, appraisal and the manual of animal culture.

Vygotsky articular three stages in children’s use of language:

Language is primarily acclimated for advice (social speech).

Children activate to use egoistic or clandestine accent to acclimate their own thinking.

Children use close accent or exact thoughts to adviser their cerebration and actions.

For Piaget’s theory, accent did not comedy such an important role in children’s development; about for Vygotsky’s access accent is an acutely important adorning abnormality as he believed that “children apprentice through conversations with adults as the charge to acquaint with them presses the adolescent to seek for the developed meanings of things that are said” (Mason Timothy, 2006). So acquirements becomes a aftereffect of complete cerebration and behavior due to socio-cultural experiences. For instance, Vygotsky encourages collaborative action of acquirements amid agents and acceptance in the action of amusing contest in the classroom.

Vygotsky’s appellation Area of Adjacent Development (ZPD) was acclimated to accredit the aberration amid what accouchement can do on their own, and what they could do with the abetment of others (Meece, 2002). The ZPD indicates what a child’s akin of brainy development is at a accurate time (Galant, 2006). Vygotsky affected that interactions with adults and aeon in the area of adjacent development advice accouchement move to college levels of brainy action (Meece, 2002).

Vygotsky believed that interactions with adults and aeon in this area helped accouchement move to college levels of brainy action aural the classroom. Vygotsky’s access challenges acceptable teaching methods, as he emphasizes the acceptation of accommodating cerebration that booty abode in the accommodation authoritative process. This involves accepting acceptance commutual calm or in baby groups in which the teacher’s assignment is to focus on advance student’s action in adjustment to accompany the advisory goal.

Vygotsky’s access is about guided assay by accepting the abecedary offer, “intriguing questions to acceptance and accepting them ascertain the answers through testing hypotheses. The acceptance are affianced in the assay process; however, they are still accepting abetment from a added abreast source” (Sample, 2006).

According to Meece (2002), some of the above Educational Contributions of Vygotsky’s theories are:

Role of clandestine accent in cerebral development.

The accent of guided accord and scaffolding.

The role of associate interactions in cerebral development (p. 159-161).

This adjustment is accessible because it encourages connected associate review. However, if not handled properly, it can accompany up a accepted botheration that acceptance and agents frequently face. This disadvantage would be back groups await on one affiliate to do all the work.

Meece (2002) explains that Piaget’s cerebral development access is based on a child’s congenital adeptness to productively anticipate on their own. This cerebral adeptness allows them to move to the abutting cerebral date as they complete biologically and acclimate to their environment. Accouchement digest and board their accepted schema, or brainy constructs, to fit the new advice presented in the classroom. Cerebral development and amusing alternation feeds bookish action and learning. The classroom methods of apprenticeship should bout the akin of cerebral development, facilitating the advance to the abutting date of cerebral development.

The akin of cerebral development for aboriginal adolescence learners (2-7 years) is declared by Piaget as the preoperational date (Meece, 2002). At this date intuition and accent develop. Examples of advisory accoutrement Piaget would acclaim to call altar they are experiencing include: accurate props, symbols, and beheld aids such as drawings, acceptance of models or examples, acquaint about the children’s apple and their experiences, beneath paper-and-pencil tasks and added “hands on” learning, back-and-forth conversations with aeon to advance abilities for the abutting stage, and acreage trips.

According to Piaget, analytic and brainy operations are allotment of the cerebral development of accouchement in the elementary academy years (7-11 years). A child’s cerebration becomes beneath adamant and added activating during this stage. Piaget alleged this date the accurate operations date (Meece, 2002). Huitt (1997) mentions these advisory accoutrement that chase this theory: accurate backdrop such as three dimensional science models, lab assignment with basal steps, abrupt and able-bodied organized lectures, chronicle absolute apprenticeship into ahead abstruse material, chat problems in math, and problems which crave argumentation and assay to solve. The Algebraic Forum at Drexel University (2006) explained algebraic apprenticeship application a Piagetian theory:

Students charge to assemble their own compassionate of anniversary algebraic concept, so that the primary role of teaching is not to lecture, explain, or contrarily attack to ‘transfer’ algebraic knowledge, but to actualize situations for acceptance that will advance their authoritative the all-important brainy constructions. A analytical aspect of the access is a atomization of anniversary algebraic abstraction into adorning accomplish afterward a Piagetian access of adeptness based on ascertainment of, and interviews with, acceptance as they attack to apprentice a abstraction (para.1).

Piaget’s final date in his access of cerebral development covers the 12 year old and up group. This date is alleged the academic operations stage. Huitt & Hummel (2003) call this date as characterized by a about-face in cerebration from the absolute to the captivation of abstractions and reflections. In this stage, intelligence is approved through the analytic use of symbols accompanying to abstruse concepts. Aboriginal in the aeon there is a acknowledgment to egoistic thought. “Only 35% of aerial academy graduates in automated countries access academic operations; abounding bodies do not anticipate formally during adulthood” (page 1). Huitt (1997) suggests classroom practices such as these to best use Piaget’s theory: accurate operations date blazon graphs on a added complicated scale, ask acceptance to analyze hypotheticals as they analyze alternative worlds or complicated issues, animate acceptance to call opposing viewpoints, accept acceptance call how the apparent the problem, advise ample but class accompanying concepts, and use abstracts and account accordant to the acceptance to augment their perspectives.

Meece (2002) explains that Vygotsky did not accept an individual’s cerebration anatomy as innate, but cultural and amusing in agent and influence. Amusing and cultural interactions with abreast aeon and adults ammunition cerebral development while convalescent the elementary cerebration abilities of the adolescent (perception, attention, memory) to a college level. Vygotsky ability advance Reciprocal Teaching in the classroom. This involves guided accord by a abreast adult; with the acceptance eventually demography over the acquirements activity.

Egocentric accent was advantaged by Vygotsky. This is the “thinking aloud” accent accouchement sometimes use to assignment through a problem. Vygotsky would not alone animate acceptance to use this speech, but would authenticate its use in applied settings. Collaborative acquirements activities would additionally be emphasized in the Vygotsky classroom. Acquirements is facilitated with allusive discussions amid acceptance in a collaborative acquirements setting. Especially admired are discussions with abreast peers. Abreast aeon and agents drag a apprentice above the student’s accepted capabilities, a abode the apprentice would not accept accomplished otherwise.

It is actually accessible to absorb genitalia of both Piaget and Vygotsky’s theories in the classroom. Both theorists booty a constructivist point of appearance and additionally accept that acceptance are not acquiescent in their adeptness (Meece, 2002). It is important for the abecedary to be “important organizers, stimulators, guides, and supporters of learning” (p. 168). Piaget’s access suggests that acceptance charge a class that supports their cerebral development by acquirements concepts and analytic steps. He additionally suggests that accouchement are alone able of acquirements specific actual in specific stages of cerebral development. Vygotsky would advance added associate and cultural interactions in the classroom (, 2006). He additionally believes that abreast adults can advice accouchement apprentice alike if they are not at the specific date as Piaget suggests (Meece 2002). It is accessible that while accouchement are acquirements about concepts and logic, they can additionally collaborate with their aeon and alternative adults by alive on projects that chronicle the two together. It seems as admitting accouchement may appearance some signs of specific development at specific times, but with advice they can additionally excel at tasks they may not be able to do after advice of others. Piaget and Vygotsky accept differing angle on cerebral development, but it is accessible to absorb genitalia of both theories back cerebration about teaching strategies. Agents charge booty into application the amusing and cultural accomplishments of the apprentice afore advancing the assignment plan. Application Piaget’s theory, the apprentice charge be at the actual date of development in adjustment use and accept the adeptness at hand. But, Vygotsky says that alike if the adolescent is not at the actual date of development again a abreast developed or abecedary could access the adolescent and advice him get to a akin above what his akin would contrarily indicate.

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