Several T-charts, flow charts, and Venn Diagrams have been created to illustrate the parallel but contrasting theories of the two philosophers. Although both saw education as very important, believed that children learned best in a positive social environment, and thought that knowledge construction began with observation of the world, they disagreed on how the mind processed and used educational opportunities.
According to Piaget, children go through four developmental stages during which they learn to view the world and based on these observations form assumptions. In short, as children grow and learn, they must process any foreign or conflicting observations and either adapt it to fit their assumptions, or modify former assumptions in order to accommodate the new observation.
Vygotsky, however, did not believe in set states but that children exist on a continuum of understanding. He said that people can only interact with and hope to understand new knowledge that is within reach of their pre-existing knowledge, or within "the zone of proximal development." In this way, education builds on funds of knowledge and cultural understanding through shared tools, scaffolding and relatable content.Learn more about Academic Essays
Vygotsky and Piaget Theory 2 Vygotsky and Piaget Cognitive development can be described as the process in which a person constructs their thoughts for example, remembering things, problem solving and attention. In this essay I am going to evaluate the theories of Piaget and Vygotsky. I will look into the weaknesses and strengths of the theories with supporting evidence and also the similarities and the differences of the two theories. Piaget believed that children develop through the interaction of innate capacities with environmental events (Gross 2005). He saw children as scientists and he also argued that cognitive development consists of four evident phases the first phase being the sensorimotor stage, the pre-operational, the concrete operational and the formal operation. Piaget argued that cognition development in children developed through these four stages and that the thinking patterns always happened in a sequence with four key features. It also happened in the same order and no stage was skipped, each stage was an important change than the stage before it. In the sensor motor stage from birth to two years, Piaget observed that childrens cognitive development was limited to natural involuntary response. Children build on these responses and develop complicated processes through physical interaction and experience (Gross 2005). At around seven months, the child learned that even if an object is out of sight the object still existed. This is what Piaget called object permanency In this stage the children will learn from their parents and those who care for them. At this stage children try to imitate what they hear