PSY 319 Piaget vs. Vygotsky

1

3

Abstract

Shalonte Cross

Southern New Hampshire University

PSY 319: Social Development Child/Adolescent

Professor Krista Bridgmon

October 6, 2024

A comparison of the nature of cognitive development theories by Piaget and Vygotsky reveals that, while the two are informative on learning in some ways, they apply different emphases. Principle of continental descriptors: Piaget has put forward four stages of development, namely sensorimotor, preoperational, concrete and formal operational and the learning is attained by discovering it on one's own and through the environment. Current research depicts and indeed endorses Piaget's stage theory but indicates that flexibility should be considered since children may display cognitive skills at an earlier age than as proposed in the stage theory (Veraksa et al., 2022). This has led to changes in modern education systems, which are taking shape to make it possible to have diverse learning methodologies.

Vygotsky's sociocultural theory focuses on the child's ability in the context of learners and others in society. His idea of a zone of promoted development asserts that children can achieve a higher cognitive plane than they can do alone when receiving assistance from other, more knowledgeable individuals such as other learners or adults. This is further confirmed by current studies, especially on interpersonal learning situations, as peer interaction enhances mental development (Tzuriel et al., 2021). It is also important to discuss that Vygotsky highly valued the role of the social context of learning. At the same time, contemporary approaches to learning have also focused on peer learning.

Unlike the previous theories, both regard children as active learners, although the emphasis is on individuated learning. New studies reveal that integrating Piaget's independent discovery of knowledge and guided learning from Vygotsky provides better results (Khadidja, 2020). This hybrid model conforms to the current principles of education, where people tend to work independently but are supported by social constructs.

Specifically, Piagetian learning theory is used to stage learning activities appropriately, while Vygotskyian notion is used to structure peer learning content and process. Studies reveal that both the high-impact mode and the low-impact mode combined to enhance vendor equity. Independent learner mode with social interaction mode improves the depth of learning and results in teaching fabrics that can effectively manage diverse learners (Zhang, 2022).

References

Khadidja, K. (2020). Constructivist theories of Piaget and Vygotsky: Implications for pedagogical practices.

Tzuriel, D., & Tzuriel, D. (2021). The sociocultural theory of Vygotsky. Mediated learning and cognitive modifiability, 53-66.

Veraksa, N., Colliver, Y., & Sukhikh, V. (2022). Piaget and Vygotsky’s play theories: The profile of twenty-first-century evidence. In  Piaget and Vygotsky in XXI century: Discourse in early childhood education (pp. 165-190). Cham: Springer International Publishing.

Zhang, J. (2022). The Influence of Piaget in the Field of Learning Science.  Higher Education Studies,  12(3), 162–168.