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Compare and Contrast Piaget and Vygotsky's Developmental Theories

Discuss the similarities and differences in Piaget and Vygotsky's views on cognitive development from birth to adulthood
by Myesha Robertson on 16 January 2013

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Transcript of Compare and Contrast Piaget and Vygotsky's Developmental Theories

Opposing views of Cognitive Development Piaget Versus Vygotsky Vygotsky's Key Ideas Piaget Similarities between Piaget and Vygotsky Views Vygotsky's Key Ideas Vygotsky first proposed that intellectual development can be understood only in terms of the historical and cultural contexts children experience. Vygotsky Vygotsky proposed that cognitive development is strongly linked to input from others. He discusses the nature versus nurture philosophy. Piaget's Stages of Cognitive Development Sensorimotor (Birth-2 years) Formation of concept of "object performance" and gradual progression from reflexive behavior to goal-directed behavior.

Preoperational (2-7 years) Development of the ability to use symbols to represent objects in the world. Thinking remains egocentric and centered. Piaget's Stages of Cognitive Development Concrete Operational (7-11 years) Improvement in ability to think logically. New abilities include the use of operations that are reversible. Thinking is decentered, and problem solving is less restricted by egocentrism. Abstract thinking is not possible.

Formal Operational (11 years ro adulthood) Abstract and purely symbolic thinking possible. Problems can be solved through the use of systematic experimentation. Piaget proposes that a child's intellect, or cognitive ability, progresses through four distinct stages. Learning is not possible until the learner is developmental able to receive the information and skill. Both Piaget and Vygotsky believe that nature does play a significant role in what we learn.
Each theorist states that our exposure to things is what influences our norms, what we value and what we learn.
They both agree that learners go from simple to complex information and skills the older we get. For example we first learn how to count and then we begin to problem solve, or we all learn letter sounds before we advance to reading.
Piaget and Vygotsky share thinking that more complex stages may never be reached by some people. Vygotsky also believed that development depends on the sign system that individuals grow up with: the symbols that cultures create to help people think, communicate, and solve problems-for example, a culture's language, writing system or counting system.
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