PSY 319 Piaget vs. Vygotsky

2

Annotated Bibliography

Shalonte Cross

Southern New Hampshire University

PSY 319: Social Development Child/Adolescent

Professor Krista Bridgmon

October 13, 2024

Huang, Y. C. (2021, May). Comparison and contrast of Piaget and Vygotsky’s Theories. In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021) (pp. 28-32). Atlantis Press.

In the article under discussion, Huang (2021) specifically focuses on the differences between Piaget and Vygotsky’s theories, highlighting the contrast between Piaget’s cognitive development stages and Vygotsky’s sociocultural theory. Piaget is considered to be more concerned with learning that take place between an individual and the environment, whereas, Vygotsky is considered to be more concerned with social learning. The paper is aimed at scientific and academic readership, particularly students and scientists interested in developmental psychology. The author Huang has both subject expertise in educational psychology and the research publication enhances credibility due to presentation in a conference. This work differs from Smolucha & Smolucha (2022) that is devoted to the uses of Vygotsky in the early years. This is useful for my research because it illustrates that each theorist has a different perception of the learning process, making for easy side-by-side comparison.

Smolucha, L., & Smolucha, F. (2022). Vygotsky's theory in-play: early childhood education. In The Influence of Theorists and Pioneers on Early Childhood Education (pp. 53-67). Routledge.

In this article, Smolucha & Smolucha (2022) bring a more practical approach to using Vygotsky’s theory where it applies in early years education. It describes how Vygotsky’s assertions of play and social nature of learning bearing on teaching practices and learning spaces. The authors are two experienced scholars of educational psychology and their best audience is educators and researchers in the field of early childhood education. It also differs from Kilag et al.’s (2022) work, where Piaget’s theory informs the use of technology during the pandemic. Smolucha & Smolucha (2022) focuses more on social aspects of learning, closer to the Vygotsky’s initial vision, giving the insights that will shed the light on the role of social interaction in the development of cognition as opposed to Piagetian more individualistic view.

Kilag, O. K. T., Ignacio, R., Lumando, E. B., Alvez, G. U., Abendan, C. F. K., Quiñanola, N. A. M. P., & Sasan, J. M. (2022). ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget's Cognitive Development Theory. International Journal of Emerging Issues in Early Childhood Education, 4(2), 42-54.

Kilag et al. (2022) study how cognitive development theory by Piaget may contribute to the use of ICT in primary learning environment during COVID-19 pandemic. This paper concentrates only on two of Piaget’s stages, the concrete and the formal operational stage, exploring how these stages may be applied to the provision of ICT-based instruction. The authors are a group of educators and academic professionals in the field of instructional technology and developmental theory, their work should be of paramount interest to anyone interested in developmental theory applied to technology-enhanced learning environments. Compared to Hooser & McClain (2022) which offered a brief view of the major learning theories including the Piaget and Vygotsky theories, this work is unique. Kilag et al. (2022) supplement the description of Piaget’s theory with the presentation of specific applications of the theory for today’s schooling, which enhances my cognition of how the stages in cognitive development may be used in the modern learning process.

Hooser, A., & McClain, J. (2022). Key Theories of Learning and Development. EESE 2010 Introduction to Education.

In their comprehensive guide to educational theory, Hooser and McClain (2022) also include brief introductions to Piagetian and Vygotskian theories about learning and development. The work comes under the level expected of an undergraduate education student, but the reader is presented with a clear, if short, comparison of the two theorists. The authors have a good background in education which makes their overview more authoritative. Unlike the comprehensive research of Huang (2021) comparing Piaget and Vygotsky, Hooser and McClain (2022) presented basic information for people who are not familiar with these theories. I will find this resource useful in my work as it sets up a general context in how Piaget and Vygotsky theories were developed within learning and development theories framework.

References

Huang, Y. C. (2021, May). Comparison and contrast of Piaget and Vygotsky’s Theories. In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021) (pp. 28-32). Atlantis Press.

Hooser, A., & McClain, J. (2022). Key Theories of Learning and Development. EESE 2010 Introduction to Education.

Kilag, O. K. T., Ignacio, R., Lumando, E. B., Alvez, G. U., Abendan, C. F. K., Quiñanola, N. A. M. P., & Sasan, J. M. (2022). ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget's Cognitive Development Theory. International Journal of Emerging Issues in Early Childhood Education, 4(2), 42-54.

Smolucha, L., & Smolucha, F. (2022). Vygotsky's theory in-play: early childhood education. In The Influence of Theorists and Pioneers on Early Childhood Education (pp. 53-67). Routledge.