Question

Compare and contrast Piaget’s Cognitive-Developmental Perspective and Vygotsky’s Sociocultural Perspective. Provide an example illustrating each theory. Which do you believe better describes how children think and learn? Why?

Answer 1

• Differences between Piaget's and Vygotsky's Theories of Cognitive Development
• Piaget believed that children's cognitive development is largely due to the result of their own efforts. Vygotsky believed that adults and other more advanced individuals would affect a child' cognitive development in that he/she would be mediating new experiences and provide support during challenging activities for the child.
• Piaget recognized that cultural differences might have an impact, but he did not systematically explore them in children's thinking processes. Vygotsky, however, viewed culture as the paramount importance in molding specific thinking skills that children acquire.
• Piaget believed that language enhances cognitive development while Vygotsky believed that language is absolutely essential for cognitive growth.
• Similarities between Piaget's and Vygotsky's Theories of Cognitive Development
• They both believe that acquiring language is an important factor in cognitive development
• They both acknowledge that biological factors (e.g., brain maturation) play a role in cognitive development.
• They both saw value in allowing children to make some discoveries themselves, however, Vygotsky also saw value in having adults pass along the discoveries of previous generations
• Both believe that children transform ideas, strategies, and other cognitive tools to suit their own needs and purposes.
• Both theorists suggested that children acquire increasingly complex thinking processes with age and experience.
• At any given point in development children are cognitively ready for some experiences but not for others.
• Vygotsky’s main assertion was that children are entrenched in different sociocultural contexts and their cognitive development is advanced through social interaction with more skilled individuals. The Vygotsky theory of cognitive development is mainly concerned with the more complex cognitive activities of children that are governed and influenced by several principles. Believing that children construct knowledge actively, Vygotsky’s sociocultural theory is also one of those responsible for laying the groundwork for constructivism.
• Vygotsky is most recognized for his concept of Zone of Proximal Development or ZPD pertaining to the learning of children. Children who are in the zone of proximal development for a specific task can almost perform the task independently, but not quite there yet. However, with an appropriate amount of assistance, these children can accomplish the task successfully.
• As children are verbally given instructions or shown how to perform certain tasks, they organize the new information received in their existing mental schemas in order to assist them in the ultimate goal of performing the task independently. This emphasis on the concept of Zone of Proximal Development made by Vygotsky underscores his conviction that social influences, particularly instruction, are of immense importance on the cognitive development of children.
• Vygotsky’s concept of scaffolding is closely related to the concept of the zone of proximal development. Scaffolding refers to the temporary support given to a child by More Knowledgeable Others, usually parents or teachers, that enable the child to perform a task until such time that the child can already perform the task independently.
• Vygotsky’s sociocultural theory of cognitive development has significant ramifications in education and cognitive testing. Vygotsky was a strong advocate of non-standard assessment procedures for the assessment of what and how much a child has learned and in the formulation of approaches that could enhance the child’s learning.
• His ideas have effected changes in educational systems through the increased importance given to the active role of students in their own learning process and the encouragement of teacher-student collaboration in a reciprocal learning experience.
• Piaget's Theory of Cognitive Development-Children construct rather than absorb knowledge. They construct their own beliefs and understandings from their experiences.
• When teaching a child a new concept, rather than just telling him/her what it is, have them come up with the concept them-self by drawing on other similar concepts in the same scheme. For instance, when teaching a child to read, when introducing a new letter sound, have words that they are able to read first, and then words containing letter sounds that they already know, including the new letter sound. Then, show the child a picture that they would be familiar with that starts with the new letter sound. After, the child should be able to recognize that the first sound in the picture correlates to the new sound that they are learning.
• Interactions with one's physical and social environments are essential for cognitive development.-Children need to experiment with the physical world in order for cognitive growth. For instance, for children learning how to read, have them play with sand and make letter formations. By conducting this activity, children not only become more familiar with letters and improve their motor skills, they also have a better understanding of weight and discover principles associated with force and gravity.
  
• Vygotsky’s theory is well applied to teaching strategies. Piaget’s theory, on the other hand, shows a preference for discovering and learning done by individuals themselves.Both Piaget and Vygotsky thought that there is always a certain range of tasks outside of students’ understanding. Vygotsky, however, believed that with assistance from a mentor, these tasks could be performed. Piaget, on the other hand, didn’t suggest anything regarding the matter.So,for me Vygostky's theory works better in todays environment for child's eductaion and learning,eventhough both theories are complementary to each other.