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

This essay will comp be Piagets and Vygotskys theories of cognitive using in clawren. Also, show the differences betwixt the two psychologists theories. Thus, by showing their similarities like in actors line and edition theories. Further, differences like Piagets theory on cognitive nurtureal breaker gratuitys and the schemas which be build to learn or accommodate new words or things. Vygostkys theory differs to Piagets theory by his socio-ethnical and voice communication theories. Finally, bring all this points together by draw a conclusion. Cognitive developing is specify as the growth of mental faculties from birth to adult age. This is continually move as the boorren go nigh vivification they learn skills, verbiage to further their cognitive maturement. dung are Piaget and Lev Vygotsky were both pursualed in this field and they findings let influenced and impacted the children learn and education in violate way. According to Piaget children cognitive v ictimisation is universal a adjoin which the child goes through and through once and this process is divided into four different pegs sensorimotor, preoperational, concrete trading operations and formal operations (Gross, 2004). Sensorimotor dot beginnings between the birth until two years of age. At this deliver Piaget suggested that children distinguished themselves from headings.Also, they experience their environment through their senses (Gross, 2004). Further, children become to take initiative and be able to unconditioned reflex like kicking playing or avaricious things. In addition, children start to realise that even when the quarry is not visible but shut away exist, which is called object permanence (Beck, 2000). The second stage Piaget called it as preoperational a stage between the ages of two and septet years old. In preoperational stage children are able to aim language to name objects animals and separate things into groups. save their abilities of vi ew at this stage still egocentric because hardily they mountain take the view point of others (Beck, 2000). Also, Piaget divided this stage into two the pre-conceptual and the splanchnic. First, children in preconceptual cannot differentiate colour or size at the same time a process which Piaget called centration. In line of business, Vygotsky named it as complexivethinking moment that when one is grouping things or events according to their commonality features like shape or colour (Gross, 2004). The pre-conceptual stage is between the ages of two to four years.Further, children at this pigboat stage cannot recognise order or sequences (Gross, 2004). Second, intuitive stage takes place between the ages of four to sevener years. In this stage Piaget believed that children cannot understand conservation that still the same when they change their form (Gross, 2004). The third stage is the concrete operational stage which Piaget believed that children at ages of seven to eleven they develop metal abilities of thinking logically (Carlson, 2010). Further, children at this stage understand compensation, reversibility and identity (Beck, 2000). The fourthly and finally Piaget stage is the formal operational at this stage the children grant ability to think top and logically (Gross, 2004). Thus, in this stage young passel go through different changes in their increment meaning that they are cognisant of their decisions making and pickings other peoples opinions. According to Piaget this stage is between the ages of eleven until the adolescent (Gross, 2004). Thus, another different between Piagets theory and Vygotskys theory is the Piaget schemas theory.According to Piaget schemas are divided into three points the assimilation, alteration and equilibration (Gross, 2010). Actually, schemas are defined as mental and physical aspect of thought better children during their life span (Beck, 2004). Assimilation is process when a child adds new training into the ones which are known to her or to him (Gross, 2010). Instead, accommodation inquires adapting and be aware of new and old information. The last one is the equilibration which Piaget believed that a child at this point has the abilities to balance information back and forth in order to do and get the information restored. And the child does it by accommodation and assimilation (Carlson, 2010). In other hand, Vygotsky suggest that language is the fundamental basis for the children cognitive development (Gross, 2010). Also, language is one the factors that influence children to use inner run-in when learning new objects or words (Gross, 2010).But on that point is problem with this theory because other psychologists do not bear this theory. Instead, Piaget argued and suggested that children at that stage are egocentric and have well-nigh form diction limitation. Further, this might explain the children self talk (Gross, 2010). In anotherProcess which Vygotsky explained was the Zone of Proximal development which the child learn skills with help of adults to expand their friendship (Carlson, 2010). Further, Vygotsky also suggested that by children interacting with their family members helps them to become better verbally (Beck, 2004). Furthermore, Vygotsky come with theory of scaffolding which is explained that parents or adults should support their children y solving problem step by step without causing them frustration. By doing that when children show some form of improvement of master those skills, parents should then vary the children by themselves (Carlson, 2010).But Piaget contradicts this theory by suggesting that children at this they cannot think properly (Gross, 2010). Vygotskys suggested that there are three processes which parents pass their knowledge through their children counterfeit learning, instructed learning and collaborative learning (Beck, 2004). Imitative is when children do or copy what their role models do. Further, the instruct ed learning is when the child does what he or she was told by adults or puts it into practice. another(prenominal) point is the collaborative learning when a group of children work together to learn or to pass on a goal (Gross, 2010). Contrary to Piagets theory, was the socio- cultural theory which Vygotsky suggested that, the environment in which the child grows plays an principal(prenominal) role in cognitive development of the child. In addition, Vygotsky went on by suggest that children learn from historic people in their life, like parents, teachers and friends or family members which are as role model in their point of view (Gross, 2010).This contradict Piagets cognitive development stages theory which he believed to be universal, and what the child goes through or what she or he learns at every age is the same everywhere in reality and for every child (Beck, 2004). Looking at how Piaget and Vygotsky went about to explain their theories one can found contrast and similarit ies. Vygotsky centre in importance of language and how they went on learning how to resolve problems. In addition, Vygotskys theories lacked replete evidences to support them and for this reason they were not tested (Beck, 2004). Meanwhile, Piaget discover his own children when playing to support his theories (Gross, 2010). Further, Piaget had less interest on the social development theory. But Vygotsky focused on the social part of the cognitive development (Gross, 2010).Overall, there are differences between the Piagets theories and Vygotskys theories but insome point there were similarities. For instance, Vygotsky focused mainly in socio- cultural suggesting that where the child grows has vital role on his cognitive development. Whereas, Piagets theory were more related to schemas and stages of cognitive development which Piaget suggested that they were universal. But both agreed that language is weighty and that teacher were important for childs cognitive development. In bra ve, Piagets theory and Vygotskys theories have improved and gave better understanding of children cognitive development and also in the education.ReferencesBerk, L. E. (2000). Child Development. 5th ed. mum Allyn & bacon. Martin, G. N., Carlson, N. R., & Buskist, W. (2010). Psychology. 4th ed. EssexPearson Education. Gross, R. (2004). Psychology The science of mind and behaviour. tertiary ed. Tonbridge Hodder & Stoughton. Piaget, J. (1950). The Psychology of Intelligence. New York Routledge Classics.