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

This essay will comparability Piagets and Vygotskys theories of cognitive development in squirtren. Also, show the differences in the midst of the two psychologists theories. Thus, by showing their similarities like in wrangle and adaptation theories. Further, differences like Piagets conjecture on cognitive developmental ramifications and the schemas which be build to fill or accommodate sore dustup or things. Vygostkys possibleness differs to Piagets theory by his socio- pagan and voice communication theories. Finally, bring all this elevations together by drawing a conclusion. cognitive development is defined as the growth of mental faculties from blood to fully grown age. This is continually process as the children go about life they disclose skills, language to further their cognitive development. Jean Piaget and Lev Vygotsky were some(prenominal) interested in this field and they findings have influenced and impacted the children nab and education in disclose way. According to Piaget children cognitive development is universal a process which the child goes done once and this process is divided into foursome different ramifications sensorimotor, preoperational, concrete operations and ashesal operations (Gross, 2004). Sensorimotor tier beginnings between the birth until two years of age. At this tier Piaget suggested that children distinguished themselves from objects.Also, they experience their surround through their senses (Gross, 2004). Further, children go about to take initiative and be able to innate reflex like kicking playing or grasping things. In addition, children start to realise that even when the object is not visible only if settle down exist, which is called object permanence (Beck, 2000). The second re-create Piaget called it as preoperational a stage between the ages of two and seven years old. In preoperational stage children atomic number 18 able to use language to name objects animals and group things in to groups. But their abilities of mentation at this stage still egocentric because hardily they can take the discover point of others (Beck, 2000). Also, Piaget divided this stage into two the pre-conceptual and the intuitive. First, children in preconceptual cannot differentiate color or size at the homogeneous(p) time a process which Piaget called centration. In contrast, Vygotsky named it as complexive viewing meaning that when one is grouping things or events according to their common features like shape or colour (Gross, 2004). The pre-conceptual stage is between the ages of two to four years.Further, children at this sub stage cannot lie with browse or sequences (Gross, 2004). Second, intuitive stage takes place between the ages of four to seven 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 childre n at ages of seven to football team they develop metal abilities of thinking logically (Carlson, 2010). Further, children at this stage understand compensation, reversibility and identity (Beck, 2000). The fourth and finally Piaget stage is the formal operational at this stage the children have ability to think abstract and logically (Gross, 2004). Thus, in this stage young people go through different changes in their development meaning that they argon alert of their decisions making and taking 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 amicableisation, accommodation and equilibration (Gross, 2010). Actually, schemas are defined as mental and physical aspect of understanding give away children during their life span (Beck, 2004). Assimilation is process when a child adds new information into the ones which are known to her or to him (Gross, 2010). Instead, accommodation inquires adapting and be apprised 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 practise 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 barbarism when training new objects or words (Gross, 2010).But there is line with this theory because other psychologists do not support this theory. Instead, Piaget argued and suggested that children at that stage are egocentric and have some form vocabulary limitation. Further, this big businessman explain the children self talk (Gross , 2010). In anotherProcess which Vygotsky explained was the geographical zone of Proximal development which the child learn skills with help of adults to expand their noesis (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 clapperclaw by step without causing them frustration. By doing that when children show some form of improvement of master those skills, parents should then leave 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 imitative learning, instructed learning and cooperative learning (Beck, 2004). Imitative is when children do or copy what their role models do. Further, the instructed learning is when the child does what he or she was told by adults or puts it into practice. Another point is the collaborative learning when a group of children work together to learn or to achieve 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 important role in cognitive development of the child. In addition, Vygotsky went on by suggest that children learn from important 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 world and for every child (Beck, 2004). Looking at how Piaget and Vygotsky went about to explain their t heories one can found contrast and similarities. Vygotsky rivet in importance of language and how they went on learning how to resolve problems. In addition, Vygotskys theories lacked enough evidences to support them and for this reason they were not tested (Beck, 2004). Meanwhile, Piaget spy 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 important and that teacher were important for childs cognitive development. In brave, Piagets theory and Vygotskys theories have amend and gave better understanding of children cognitive development and also in the education.ReferencesBerk, L. E. (2000). squirt Development. 5th ed. Massachusetts 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. third ed. Tonbridge Hodder & Stoughton. Piaget, J. (1950). The Psychology of Intelligence. New York Routledge Classics.