DIFFERENCES BETWEEN PIAGET and VYGOTSKY
According to Dr. Michael Thomas in the work entitled: "Cognitive Language and Development" while Piaget was reliant upon the clinical method of using questions that probed and uncovered the understanding of children, Vygotsky was concerned "with historical and social aspects of human behavior that make human nature unique." (Thomas, 2008) Vygotsky held that a close link existed between the child's language acquisition and thinking development and that "speech carries culture in that it stores the history of social experience and is a 'tool' for thought."(Thomas, 2008) Piaget, on the other hand, "outlined a theory that states that the precursors of thinking and language lie in the elementary actions, perceptions, and imitations of babies." (Thomas, 2008) While Piaget held that the child's speech is egocentric while preschool age and that "as the child approaches school age, ego centric speech atrophies." (Dahl, nd) Vygotsky holds that ego centric speech "has a very specific function." (Dahl, nd) Vygotsky stated: "Our findings indicate that egocentric speech does not long remain a mere accompaniment to the child's activity. Besides being a means of express and of release of tension, it soon becomes an instrument of though in the proper sense - in seeking and planning the solution of a problem." (Vygotsky, 1962; p.16)
IV. APPLICATION of PIAGET and VYGOTSKY in the CLASSROOM
Vygotsky's theory can be incorporated into classroom activities through scaffolding the learning of students using the tools of dialogue and through allowing more able students to assist students who are not as adept. Social interactions in the classroom allow children to develop their language skills, which aids in their cognitive development. Within this framework, which is constructivist, the teacher asks student questions and encourages the students to ask their own questions. Vygotsky's 'zone of proximal' development theorizes that the child is able...
Cognitive Development in Toddlers The word cognitive development can be said to be the cerebral intensification that commences during birth and carries on all the way through old age (Gleitman, 1981). As Gleitman puts it learning commences as soon as one is born and it starts by looking proceeds to listening as well as interaction. It is therefore growth of gaining skills along with the structures that exist in the brain
He also responds to hearing his first name being spoken and can tell the difference between the sound of his mother and grandmother's voice and the voice of other women. When he is with other children in the same room, he plays and has a smile on his face. Because he is only 12 months old, he probably would have developed only the most rudimentary of language skills if he
Cognitive Development of Infants Piaget's sensorimotor model provides the stage of cognitive human development showing that human experience consists of four stages of mental or cognitive starting from the first day a child is born to the adulthood. The first stage of human development is referred as the sensorimotor stage that starts at birth and end when a child is 24 months old. After the age of 24 months, a child
Abstract This paper explores two fundamental theories that are considered to be worthy guides and reference points in different discourses of early childhood cognitive development and education. Scientists and scholars world over hold the principles established in the two theories in high esteem. However, the theories, though explicably analyzed the behaviors and learning abilities at each developmental stage of early childhood, but have divergent opinions on how those behaviors early are
Children's Drawing Ability and Cognitive Development There is scarcely a refrigerator door in America in homes with children that does not have one or more pictures attached to it with magnets providing proof positive that these young learners are expressing themselves in healthy ways. Over time, these pictorial representations typically increase in complexity and begin to actually resemble the things they are intended to represent, and most parents accept this
Decision Making, Impulse Control, And Cognitive Development Cognitive development entails the development in children with respect to processing of information, conceptual resources, skills in perception, learning the language and development of the brain. Piaget and Vygotsky advance theories explain cognitive development in children. These theories are similar in some aspects, yet they still differ about issues (Nakagaki, 2011). Piaget gives four stages to explain cognitive development whereby he advances that each
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