Compare and contrast Piaget’s and Vygotsky’s theories of cognitive development in children

Topics: Jean Piaget, Theory of cognitive development, Developmental psychology / Pages: 4 (1280 words) / Published: May 24th, 2014
Compare and contrast Piaget’s and Vygotsky’s theories of cognitive development in children.

This essay will compare Piaget’s and Vygotsky’s theories of cognitive development in children. Also, show the differences between the two psychologist’s theories. Thus, by showing their similarities like in language and adaptation theories. Further, differences like Piaget’s theory on cognitive developmental stages and the schemas which are build to learn or accommodate new words or things. Vygostky’s theory differs to Piaget’s theory by his socio-cultural and language theories. Finally, bring all this points together by drawing a conclusion.
Cognitive development is defined as the growth of mental faculties from birth to adult age. This is continually process as the children go about life they learn skills, language to further their cognitive development. Jean Piaget and Lev Vygotsky were both interested in this field and they findings have influenced and impacted the children learn and education in better way.
According to Piaget children cognitive development is universal a process which the child goes through once and this process is divided into four different stages: sensorimotor, preoperational, concrete operations and formal operations (Gross, 2004). Sensorimotor stage beginnings between the birth until two years of age. At this stage Piaget suggested that children distinguished themselves from objects. Also, they experience their environment through their senses (Gross, 2004). Further, children start to take initiative and be able to reflex like kicking playing or grasping things. In addition, children start to realise that even when the object is not visible but still exist, which is called object permanence (Beck, 2000).
The second stage Piaget called it as preoperational a stage between the ages of two and seven years old. In preoperational stage children are able to use language to name objects animals and group things into groups. But their

References: Berk, L. E. (2000). Child Development. 5th ed. Massachusetts: Allyn & bacon. Martin, G. N., Carlson, N. R., & Buskist, W. (2010). Psychology. 4th ed. Essex:Pearson Education. Gross, R. (2004). Psychology: The science of mind and behaviour. 3rd ed. Tonbridge: Hodder & Stoughton. Piaget, J. (1950). The Psychology of Intelligence. New York: Routledge Classics.

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