Introduction
Two of the most influential theorists of education, Jean Piaget and Lev Vygotsky, continue to influence educational policy and pedagogical practice. Both of these theorists focus on developmental psychology to underscore their respective theories of learning. A better understanding of Piaget’s and Vygotsky’s contributions to education and child development can help clarify historical continuities and how to promote evidence-based educational practices and policies.
Summary of the Theories
Piaget and Vygotsky were both interested in how children learn, grow, and develop psychologically and socially. Both are constructivists, believing that individuals construct meaning through their lived experiences. Moreover, both Vygotsky and Piaget believed that children learn progressively, building upon prior knowledge in stages of development. However, Vygotsky is known more for sociocultural learning and development, whereas Piaget focused more on the individual. It is not that Piaget ignored the environmental or contextual variables in development and learning so much that he stressed individual or autonomous reactions to environmental and situational variables. Vygotsky stressed the importance of culture and context to a far greater degree.
Similarities Between Piaget and Vygotsky
Both Piaget and Vygotsky are essentially constructivists, believing that development consists of successively assimilating or accommodating during developmental processes and stages (Van Geert, 1998). Therefore, there are ontologies and epistemologies shared in common by Vygotsky and Piaget. The similarities between Vygotsky and Piaget also extend into their respective beliefs on the universal origins and characteristics of human development: namely that all persons will progress according to similar stages due to genetic or ingrained biological factors. Lourenço (2012) posits seven main points of convergence between Piaget and Vygotsky, including the genetic, developmental perspective, the dialectical...
References
Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference . Nwew Ideas in Psychology 30(2012): 281-295.
Marti, E. (2013). Mechanisms of internalisation and externalisation of knowledge in Piaget's and Vygotsky's theories. In Tryphon, A. (Ed.) Piaget Vygotsky: The Social Genesis of Thought. London: Psychology Press.
van Geert, P. (1998). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond. Psychological Review, 105(4), 634-677.
Learning: Concepts and Theories What makes us human? Many would say it is our opposing thumb, but others would posit the fact that we are intelligent thinkers. Our ability to learn from the world around us is what separates us from many of the other creatures in the animal kingdom. We can learn from our experiences in order to create a better world for ourselves. Yet, the concept of how we
Constructivist Computerized Learning Constructivist theories of knowledge development and learning have been around since the turn of the 20th century. But it may well be the advent of computerized and e-learning educational opportunities that offer this perspective its real chance to make a difference in the virtual world of learning and instruction. From Piaget to Papert, the core precepts of the constructivist understanding have been affirmed by what technology has to
Apa.org). Critical thinking input: Good teachers that truly understand how distracted today's young people are (with technology, etc.) learn how to get the most out of students by combining proven strategies of engagement with scholarship challenges that are both entertaining and compelling to their active minds. B.F. Skinner Historical views of transfer. When something is said to you and it reminds you (without you having to conjure up memories) instantly of something from
Both Piaget and Vygotsky approached the role of artifacts on the development of mind. Piaget believed action is used by the child in order to understand and construct their knowledge base. "To understand is to invent." In contrast, Vygotsky believed that understanding comes only through social interaction. Role of Culture Vygotsky believed that cultural artifacts pla a major role in illiciting an account of where the mind is. The ZPD reflects
Piaget Harry James Potter was born in 1980, the son of James and Lily Potter. Both of Harry's parents died when Harry was an infant. The murder of his parents literally left Harry Potter scarred for life: his lightening bolt-shaped scar is one of his most distinguishing physical features. The orphaned Harry was forced to live with distant family relatives who are Muggles, and culturally distinct from Harry. Harry Potter studies
Vygotsky Freud's theories of development have been profoundly influential upon literature and popular culture. Freud's theory of the Oedipal and Electra complexes suggests that all children form a sexual connection with their mother as their first, primary emotional impulse. Gradually, culture comes to channel children's emotions into more appropriate ways, so that after the repressive phase of childhood, adolescents form sexual attachments to people outside the family. Freud's influence upon educational
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now