Vygotsky Vs Piaget

Vygotsky and Piaget had several similarities and differences on the way they viewed certain developmental concepts. One of the most common was the study of cognitive development. However, the way each of them viewed the importance of changing factors is where they varied. While Vygotsky and Piaget both established the significance of social interactions in cognitive development, Vygostsky was the one who thought the most accommodating relations were those with peers. He believed that language develops from social interactions, which will help with communication. Vygotsky thought language was a very important tool for succeeding in the outside world. This plan demonstrates social interaction between the students. The teacher has them work in
This stage follows the preoperational stage and it occurs between the ages of 7 and 11 years old. During this stage, a child's thought processes become more mature and "adult like". They start solving problems in a more logical fashion. This lesson plan has the students working at a more mature level. They are doing things on there on at their desk and connecting logic behind the fun activity they are participating in. Piaget determined that children are able to incorporate Inductive reasoning. Inductive reasoning involves drawing inferences from observations in order to make a generalization. During this lesson the students are trying to get the highest number when adding and the lowest number when subtracting. They are observing which numbers will make large numbers and which numbers will make small numbers. Students in the later elementary years, according to Piaget, learn best through hands-on discovery learning, while working with tangible objects. Teaching children in the concrete operations stage involves hands-on learning, as well. Students are encouraged to perform experiments and testing of objects. By performing experiments and solving problems, students develop logical and analytical thinking skills (Woolfolk, A., 2004). Teachers should provide short instruction and concrete examples and offer time for practice. Developing during this stage, teachers should provide
This is a central concept that connects the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled advanced partner. In this lesson plan the teacher takes in the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given allowing the child to develop skills they will then use on their own and developing higher mental functions. She creates a fun actively for the class to complete addition and subtraction problems. The point of this activity is to gain speed and accuracy. This is allowing the children to develop their skills. The teacher says, “it not only gives them a relaxed environment to practice the skills they've learned but it gives you a chance to evaluate their