Both Jean Piaget and Lev Semionovich Vygotsky were significant contributors to the cognitive development component of Psychology. The manner by which children learn and mentally grow plays a vital role in their learning processes and abilities.
Vygotsky vs have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how teach certain material in a developmentally appropriate manner.
Piaget proposed that cognitive development from infant to young adult occurs in four universal and consecutive stages: Between the ages of zero and two years of age, the child is in the sensorimotor stage.
It is during this stage the child experiences his or her own world through the senses and through movement. During the latter part of the sensorimotor stage, the child develops object permanence, which is an understanding that an object exists even if it is not within the field of vision Woolfolk, A.
The child also begins to understand that his or her actions could cause another action, for example, kicking a mobile to make the mobile move.
This is an example of goal-directed behavior. Children in the sensorimotor stage can reverse actions, but cannot yet reverse thinking Woolfolk, A. During a child's second and seventh year, he or she is considered to be in the preoperational stage.
Piaget stated that during this stage, the child has not yet mastered the ability of mental operations. The child in the preoperational stage Vygotsky vs does not have the ability to think through actions Woolfolk, A.
Children in this stage are considered to be egocentric, meaning they assume others share their Vygotsky vs of view Woolfolk, A. Because of egocentricism, children in this stage engage in collective monologues, in which each child is talking, but not interacting with the other children Woolfolk, A.
Another important aspect of the preoperational stage is the acquisition of the skill of conservation. Children understand that the amount of something remains the same even if its appearance changes Woolfolk, A. Concrete operations occurs between the ages of seven to eleven years.
Students in the later elementary years, according to Piaget, learn best through hands-on discovery learning, while working with tangible objects. Reasoning processes also begin to take shape in this stage. Piaget stated that the three basic reasoning skills acquired during this stage were identity, compensation, and reversibility Woolfolk, A.
By this time, the child learns that a "person or object remains the same over time" identity and one action can cause changes in another compensation Woolfolk, A. The child is also able to classify items by focusing on a certain aspect and grouping them accordingly Woolfolk, A.
Piaget's final stage of cognitive development is formal operations, occurring from age eleven years to adulthood. People who reach this stage and not everyone does, according to Piaget are able to think abstractly.
They have achieved skills such as inductive and deductive reasoning abilities. People in the formal operations stage utilize many strategies and resources for problem solving. They have developed complex thinking and hypothetical thinking skills. Through hypothetico-deductive reasoning, one is able to identify the factors of a problem, and deduce solutions Woolfolk, A.
People in this stage also imagine the best possible solutions or principles, often through the ability to think ideally Woolfolk, A.
The acquisition of meta-cognition thinking about thinking is also a defining factor of those people in formal operations. Based on Piaget's proposed stages and ability levels at each, certain teaching strategies have been offered for teaching in the Piagetian school of thought. In the preoperational stage, the teacher would have to use actions and verbal instruction.
Because the child has not yet mastered mental operations, the teacher must demonstrate his or her instructions, because the child cannot yet think through processes. The use of visual aids, while keeping instructions short would most benefit the child in this stage Woolfolk, A.
Hands-on activities also aid with learning future complex skills, as the text mentions, reading comprehension Woolfolk, A. The teacher must be sensitive to the fact that these children, according to Piaget, are still egocentric and may not realize that not everyone shares the same view Woolfolk, A.
Teaching children in the concrete operations stage involves hands-on learning, as well. Students are encouraged to perform experiments and testing of objects. By performing experiments and solving problems, students develop logical and analytical thinking skills Woolfolk, A.
Teachers should provide short instruction and concrete examples and offer time for practice.
With skills such as classification, compensation, and seriation developing during this stage, teachers should provide ample opportunities to organize groups of objects on "increasingly complex levels" Woolfolk, A. Teaching those in the formal operations stage involves giving students the opportunity to advance their skills in scientific reasoning and problem solving, as begun in the concrete operations stage.Get an answer for 'How do I compare and contrast Piaget's and Vygotsky's theory of cognitive development?' and find homework help for other Lev Vygotsky, Jean Piaget questions at eNotes.
Q: What Is the Comparison Between Piaget, Vygotsky and Bruner's Approaches to the Developmental Psychology of Children?
3 Abstract The purpose of this paper is to list the similarities and differences, in addition to ana-lyzing the divergent theoretical perspectives of Jerome Bruner and Lev Vygotsky. Lev Vygotsky's theory of cognitive development, referred to as his cultural-historical theory, focused on the role of culture and social interactions.
Vygotsky maintained that speech is a major. Use this quiz and worksheet to study what you have learned about Piaget and Vygotsky's theories of cognitive development. Take these assessments. Vygotsky vs Piaget Comparison.
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