Comparing Piaget And Vygotsky

Cognitive development involves the areas of brain development that effect information processing, intelligence, reasoning, language development and memory. From childhood through adolescence to adulthood, cognitive development is the formation of thought processes, including remembering, problem solving, and decision-making. Cognitive development is how we understanding the world around us. There are stages that have been clinically proven to be the average for children by theorists Piaget and Vygotsky. Jean Piaget theories focus on the stages of intellectual development through assimilation and accommodation. While Lev Vygotsky focused on the sociocultural approach to cognitive development. No single principle can account for development and
Piaget believed there were certain points at which children’s learning move into new capabilities, 18 months, 7 years and 12 years. During my infancy I relied on my sensorimotor, the first stage. I was alert and watched things happening in front of me, putting things in my mouth and throwing objects. Of course I learned that crying would bring the response I was looking for weather it be for food or comfort. Like most babies I enjoyed playing on a blanket looking up at objects that moved, played music and lit up as I stretched to grab them. By seven months old I learned that objects still exists even when I couldn’t see them. The game peek-a-boo helped me develop my memory. I started recognizing and looking for familiar voices and sounds. The Preoperational Stage started around twelve months when I was
While Vygotsky, saw children as participants in an interactive process brought on by social and cultural factors. As my cognitive development increased by a combination of Piaget and Vygotsky’s theories my brain had to process and store all this information. The stages of Information Processing contain four steps that process and store events from our surroundings: attending, encoding, storing and retrieving. In infancy, I was attending and paying close attention to what was happening and interactions I was having in my environment. As I grew and started to understand the world around me, and language I started to encode the information. This gave it meaning. Once the information had meaning storing was the next step and then retrieving. Retrieving would allow me to use this information again later when I need it. All cognitive development requires information processing and memory. It can be considered the bridge of different learning theories. We use our scheme or prior knowledge to activate and gain new information. We actively select and integrate experiences with existing knowledge. As an infant when I was hungry I cried and my mother would feed me. Processing this information taught me when I needed my mother crying would provide the response I wanted. This learning says that information from the world around us moves from sensory storage to working memory to