Outline the main similarities and differences between Piaget’s and Vygotsky’s explanations for cognitive development in children
Outline the main similarities and differences between Piaget’s and Vygotsky’s explanations for cognitive development in children. Piaget and Vygotsky were both, looking into the same period of cognitive development in infants and children and sharing the same basic concerns. Piaget (1896-1980) developing his theory slightly earlier than Vygotsky (1896-1934) who worked to show that there were certain flaws in Piaget 's theory of genetic epistemology. Vogotsky and his social-cultural theory of cognitive development might be seen as the Soviet counterpart to Piaget 's western individualist perspective. Piaget focused on cognitive development as essentially egocentric, Vygotsky challenged this with the idea of the individual as being a product of their social and cultural, environment. They are each however, highly influential contributors to the field of child cognitive development, both working within the realm of classical constructivist theories of cognitive development. However they reach different almost diametrically opposing conclusions regarding the cognitive development in children.
Piaget 's studies of child behaviour were essentially observational made at his Centre of Genetic Epistemology. Piaget observed that children behaved in similarly ways to those in at similar ages. (Martin at al. 2009, P. 61) and made comparable mistakes. Piaget understood this to mean and in fact concluded from his observations, that children progress through a series of predefined developmental stages, highlighting the importance of actions and problem solving in a process of assimilation and accommodation of new schemata and concepts. The child moving from disequilibrium into equilibrium as new schema are assimilated and in time accommodated. Piaget referred to this as 'cognitive equilibrium '. (Martin et al. 2009 P. 61) He considered learning to be a solitary personal process. Whereby each child might pass through a series of cognitive developmental stages. The
Piaget 's studies of child behaviour were essentially observational made at his Centre of Genetic Epistemology. Piaget observed that children behaved in similarly ways to those in at similar ages. (Martin at al. 2009, P. 61) and made comparable mistakes. Piaget understood this to mean and in fact concluded from his observations, that children progress through a series of predefined developmental stages, highlighting the importance of actions and problem solving in a process of assimilation and accommodation of new schemata and concepts. The child moving from disequilibrium into equilibrium as new schema are assimilated and in time accommodated. Piaget referred to this as 'cognitive equilibrium '. (Martin et al. 2009 P. 61) He considered learning to be a solitary personal process. Whereby each child might pass through a series of cognitive developmental stages. The