Comparing Piaget And Vygotsky

Jean Piaget and Lev Vygotsky have created methods and approaches to teaching that have been greatly influential. Both have made excessive contributions to the field of education by illustrating explanations for children’s cognitive learning styles and abilities. Piaget and Vygotsky have differing theories and both strongly believe in different best-practice teaching perspectives. Throughout this essay, the theories of Vygotsky and Piaget will be discussed in relation to the Year Five scenario, which manifests various problems with the theories and how they were covered throughout the scenario with assistance to various readings.

Vygotsky mainly focused on working together and socialising to get information from others. This is where Vygotsky’s sociocultural theory of cognitive development comes into place as he focuses on mediation and the assistance for learning a concept or a procedure from knowledgeable adults or peers (able helping the less able) (Duchesne & McMaugh, 2016).
Throughout the scenario, the Year Five class took an informal learning approach as the children were given access to seeds and their outside environment to discover and explore their surroundings with
When studying about seeds core guided discovery was made and less exploratory and spontaneous. This resulted in not covering the issue of differentiation and how each child has different needs to be catered for, rather than the whole class basis, which is also expected by the Board of Studies. Whereas Piaget mainly focuses on the differentiation of the development of a child rather than learning, and understands that each child has a different way of learning, but in contrast does not address learning of information or specific mental