Piaget and Vygotsky Why is it that a four year old thinks there is more of water in a tall narrow glass than there is in a short broader glass, when both glasses contain the same amount of water? In exploring the concept of cognitive development, two names are sure to come up, Piaget and Vygotsky.
Cognitive Development Theory Essay - A. Cognitive Development Theory In a general sense the theory of cognitive development is not just a single theory but a number of theories offered by a number of cognitive psychologists over the past century. View this essay on Piaget's Theory of Cognitive Development. Piaget's initial research subjects were children from birth to seven he also studied people through. Cognitive Development Essay Examples. 58 total results. Piaget's Theory of Cognitive Development. words. 2 pages. An Overview of Child Development. words. An Evaluation of Cognitive and Emotional Growth of a Seventh Grade Boy. words. 1 page. Cognitive Processes of the School Age Child. words.
Cognitive development theory was first coined by Jean Piaget as a biological approach to child learning. The nature of these changes and how these changes proceed is a topic of much debate throughout the years. Although Vygotsky and Piaget both have theories of cognitive development, they agree on only a few points.
Piaget and Vygotsky are both considered to be constructivists. We will write a custom essay sample on Cognitive Development Theory: Said another way, students learn by connecting new information together with what they already know. The mechanism in which an individual forms this intelligence is where these two theorists differ.
Piaget believed that intelligence came from experience and action. Having a doctorate in biology, he believed that an individual can only reach the next level of aptitude if that individual had adequately developed cognitively. Vygotsky thought just the opposite, that is, one can only develop when one has reached a higher level of intelligence, hence intelligence drove development Slavin, Both Piaget and Vygotsky both believed that the environment influenced intelligence.
Vygotsky believed that an individual places importance on the contribution of others and the environment, Piaget on the other hand did not.
In other words, Piaget thought that the environment was passive in the development of an individual, that is, the environment was a world to be explored. Through this exploration and the experiences gained, a person constructs mental frameworks, or schemes Slavin, Children use these schemes to deal with particular situations, by accessing the information therein.
When new information is discovered using a scheme, the child incorporates this real-world finding into that scheme, thereby expanding the scheme through process called assimilation Slavin, If however, a child encounters a real-world situation where a scheme has failed, the disparity between what is thought should happen and what actually happens creates confusion and an imbalance in the child.
The existing scheme must be modified to accommodate the new experiences. Hence, the process of accommodation in order to create equilibrium is at the root of learning and intelligence. Creating, expanding and modifying schemes are the mechanisms by which intelligence is affected.
Vygotsky however had a different opinion. He believed that intelligence was gained by learning from others. The building blocks for intelligence are sign systems, systems that a society uses to communicate and solve problems Slavin, Sign systems are learned by observing others to the point where an individual can solve problems on their own using the newly learned systems, a process called self-regulation Slavin, Vygotsky believed that children receive this information from more capable peers or adults.
This social learning requires great involvement from the teacher when beginning to learn the task; and as the child learns, the aid is lessened to the point where there is minimal aid and the individual is fully competent at the task at hand.
Too easy a task, and a child is already competent in the task, hence no learning occurs. Too difficult a task, and no level of aid can help the child learn the task, so no learning occurs.
During scaffolding, an individual takes information from the environment and repeats that information to themselves, whether vocally or mentallyin order to internalize and use that information to solve the problem.
This process is called private speech Slavin, For Vygotsky, learning sign systems and self-regulation is the root of intelligence. The next issue separating the two theorists is the aspect of stages of cognitive development. Although, both Piaget and Vygotsky believed that there was a natural progression in development from child to adult, the similarities end there.
Piaget believed that there are four stages in cognitive development that occur in certain age ranges. It is possible however for different children of the same age to operate at different levels of cognitive development, and some children may exhibit aspects of more than one stage — especially when in transition between stages of development Slavin, What always holds true for Piaget however is that an individual passes through these four stages, in order, through their lifetime.
The first of these stages is called the sensorimotor stage which typically occurs between birth and the age of two Slavin, During this stage, children rely on their actions, movement and reflexesto perceived the world. All intelligence is acquired through this physicality.
It is also at this stage, that the child learns how to crawl and then walk. Toward the end of this first stage, the child understands the concept of object permanence, the idea that objects still exist even though they cannot be seen Slavin, Piaget and Vygotsky: The Psychology of Cognitive Development - This essay concerns the psychology of cognitive development.
Cognitive development can be explained in terms of the acquisition, construction and progressive change in thought processes such as memory, problem-solving and decision-making that occurs from childhood to adulthood (in Smith, P.K., Cowie, H & Blades, M.
). This essay will compare Piaget’s and Vygotsky’s theories of cognitive development in children. Also, show the differences between the two psychologist’s theories.
Thus, by showing their similarities like in language and adaptation theories. Cognitive development theory states that cognitive development can be defined as a process of gradual and orderly changes in a person’s brain and behavior that take place throughout childhood and beyond, that make a person’s mental process more intricate and sophisticated (Slavin, ).
Theories of Cognitive Development essaysPart I: Introduce Piaget and Vygotsky Jean Piaget (): Piaget was the first psychologist who made a systematic study of cognitive development (McLeod, Saul, ). Cognitive Development Theory: Piaget vs. Vygotsky Essay?Cognitive Development Theory: Piaget and Vygotsky Why is it that a four year old thinks there is more of water in a tall narrow glass than there is in a short broader glass, when both glasses contain the same amount of water?
Theories of cognitive development: Assignment one - Theories of Cognitive Development Essay introduction. ‘Compare and contrast the cognitive theories of the theorists – Piaget, Vygotsky & Bruner, criticising the basis of each theory’ This essay will be comparing and contrasting the cognitive theories and approaches of Piaget.