Vygotsky's Theories Of Cognitive Development
Topics: Theory of cognitive development, Jean Piaget / Pages: 7 (1676 words) / Published: Oct 9th, 2015

Evaluation on two theories of cognitive development
This essay I will look at the similarity and the differences between Piaget's and Vygotsky's theories in explanation of child cognitive development. Particularly it will describe their theories on the importance of social interactions in influencing development. I will give a brief overview of the four stages of Piaget's theories. Piaget's and Vygotsky's theories will then be evaluated, with key terms explained. I aim to show that Vygotsky's theory placed far more emphasis on social interactions in children's cognitive development than Piaget, and that their theories were informed by their own cultural influence.
Cognitive development theory explains how humans obtain and construct knowledge
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While, Vygotsky's theory centres on the social action and he defines intelligence as the capacity to learn from teaching.
I will also look at the impact both Piaget and Vygotsky's theories have had on education and how they have been applied to education. Piaget's theory is about child intellectual development and the gaining of knowledge. While Vygotsky's main theory was how culture influence development, through language and the society.
Jean Piaget was born on August 1896 and died 1980 (56 years old), he studied the development of children's understanding, through examing and paying attention to children while he carried out his experiments. According to Piaget cognitive development occurs through the interaction of innate capacities with environmental events and progresses through a series of hierarchical, qualitative different and stages (Gross 2005). All children pass through Piaget stages in the same level without missing anyone of them, except if the child has brain damage or brain
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Infants learn about the world primarily through their sense (sensori-), and by doing (motor) (Gross 2005).An important discovery during the sensori-motor stage is the object permanence. An infant will look where an object disappears for a few moment but wont search for it. If the object doesn't reappear the infant apparently loses interest. Piaget's demonstrate the limited object performance of babies between eight and twelve months. They can retrieve a hidden object only from its original hiding place, not where it was last hidden. Not until about twelve months will they search under the cushion where they last saw the object hidden (Gross

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