Vygotsky Piaget
Reflection Paper
Vygotsky & Piaget
Cognitive Development
Vygotsky and Piaget both had many theories on cognitive development. Some were similar and some were different. They discussed areas such as the relationship between learning and development and the way children’s cognitive abilities develop. I would personally like to integrate many of their wise theories into my classroom. Piaget and Vygotsky had similar views on many things and within those similarities were differences. Piaget believed that thinking is the main part of child development. They both viewed a child’s development as buildup of changes that should not be viewed as a growing collection of skills and ideas. Piaget said that these changes happen in distinct stages while Vygotsky viewed them in non-distinct stages. He spoke more about the changes in a child’s mind at specific times rather than specific characteristics. They both agree that children create their own understandings and with age and experience they restructure their thoughts and understanding. Both Vygotsky and Piaget believe in social transmission. Social transmission is the idea that some thoughts are based on cultural wisdom and are passed down from generation to generation. Piaget believed that it has an impact on the content of knowledge. Vygotsky thought it plays a much larger role such as the content and nature of the thinking process. They both felt that kids used sensory motor thinking, solve problems using perceptions and motor actions. On the idea of mature thought, Vygotsky believed that sensory motor thinking is a result of shared activity and communication rather then maturation of sensory motor schemas. There are many differences in thought and views between Vygotsky and Piaget. Piaget focused on the child’s interactions with objects and Vygotsky focused on social interactions. Piaget believed in active learning, which is the view that children develop knowledge and learn by physically and mentally
Vygotsky & Piaget
Cognitive Development
Vygotsky and Piaget both had many theories on cognitive development. Some were similar and some were different. They discussed areas such as the relationship between learning and development and the way children’s cognitive abilities develop. I would personally like to integrate many of their wise theories into my classroom. Piaget and Vygotsky had similar views on many things and within those similarities were differences. Piaget believed that thinking is the main part of child development. They both viewed a child’s development as buildup of changes that should not be viewed as a growing collection of skills and ideas. Piaget said that these changes happen in distinct stages while Vygotsky viewed them in non-distinct stages. He spoke more about the changes in a child’s mind at specific times rather than specific characteristics. They both agree that children create their own understandings and with age and experience they restructure their thoughts and understanding. Both Vygotsky and Piaget believe in social transmission. Social transmission is the idea that some thoughts are based on cultural wisdom and are passed down from generation to generation. Piaget believed that it has an impact on the content of knowledge. Vygotsky thought it plays a much larger role such as the content and nature of the thinking process. They both felt that kids used sensory motor thinking, solve problems using perceptions and motor actions. On the idea of mature thought, Vygotsky believed that sensory motor thinking is a result of shared activity and communication rather then maturation of sensory motor schemas. There are many differences in thought and views between Vygotsky and Piaget. Piaget focused on the child’s interactions with objects and Vygotsky focused on social interactions. Piaget believed in active learning, which is the view that children develop knowledge and learn by physically and mentally
Bibliography: 1) Doolittle, P. E. (1995). Understanding Cooperative Learning through Vygotsky 's Zone of Proximal Development. 2) Christy, T. (2013). Vygotsky, Cognitive Development and Language. Historiographia Linguistica, 40(1/2), 199-227. doi:10.1075/hl.40.1.07chr 3) Bodrova, E., & Leong, D. (1996). Tools of the mind: the Vygotskian approach to early childhood education. Englewood Cliffs, N.J.: Merrill. 4) Morrison, G. S. (1976). Early childhood education today. Columbus, Ohio: Merrill.