A Comparison of Theorists
December 14, 2014
There are many great theorists for the Early Childhood Education. Lev Vygotsky and Jean Piaget are two of the many theorists that benefit the teachers and parents to comprehend their children learning development. The paper will compare the two theorists and their difference of their cognitive development. Jean Piaget vs. Lev Vygotsky
Jean Piaget cognitive development theory explained the changes of logical thinking of children and adolescent. Piaget suggested that children advance four stages based on maturity and experience. Piaget suggested...
1. Children are active learner who learns from their own environment. 2. Children learn through assimilation and accommodation with the complex cognitive development. 3. Children interaction with physical and social environment is vital for cognitive development. 4. Children development follows in four stages.
“Piaget described children as active learners who, through numerous interactions with their environments, construct a complex understanding of the physical world around them” (Houdé, Borst, Simpson, Stollstorff, pg. 1, 2014). Piaget has the Cognitive Stages Theory from Infant to Adulthood. The four stages consist of Sensorimotor: birth to two years, Preoperational: 2–7 years, Concrete operational: 7–11 years, and Formal Operations: 11-adulthood. These stages will benefit the teachers and parents to understand and follow the children progress throughout their years. Piaget also believes if the child interacts with another child it is best for learning ability. Social interaction is another factor in Piaget’s theory of cognitive development. Piaget describes social interaction as the substitution of ideas among people. This substitution of concepts leads to the construction of knowledge, which is combined into the individual’s schemata. Schemata progress over time as new ideas are constantly being included and schemata change or adapt to fit new ideas. Lev Vygotsky’s theory studies the children cognitive development and strongly suggested related involvement from others. Vygotsky also believes intellectual development can be comprehended in the terms of historical and cultural environments which children should be expose to and social development influences cognitive development. One of Vygotsky vital points is scaffolding, which views children as enthusiastically constructing themselves and their environment. Vygotsky argues that one of the most important mechanisms of scaffolding is the arrangement of children in motivating and ethnically meaningful problem solving activities. “Vygotsky is a firm believer that social interaction and cultural influences have a huge effect on a student and how learning occurs” (Powell, Kalina, pg. 245, 2009). Vygotsky also has another theory named the Zone of Proximal Development. The Zone of Proximal Development is the distance of the student’s ability to perform a task under the adult guidance and with peer collaboration or the student ability to solve a problem independently. For an example you will need to guide a child on how to use their words and not their hands. The child would think about how to solve the problems within their selves and telling the other child “I do not like that or please stop!” The Zone Proximal Development is a great source to have in the classroom if the teachers need the child to solve their own problems whether it is a math problem or a social interaction problem. Identification of similarities
Vygotsky and Piaget have similarities between their two theories of cognitive development, for one they both believe social interaction is vital to the cognitive development and they both agree on when a child develop a new idea and it does not align with their current thinking they will seek out correct answer to align with their intellectual thinking. They also believe that development regressions...
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