Piaget vs. Vygotsky

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PIAGET VS. VYGOTSKY 5

Piagetvs. Vygotsky

Piagetvs. Vygotsky

Inhuman development, early childhood is an important stage that setsthe foundation for physical, cognitive, and social growth. As theydevelop, kids acquire knowledge from the social and physicalenvironment. Other skills are acquired through coping with thechallenges they face at the early stages of development. Parenting isknown to play a significant role in the cognitive development ofkids. Some kids lack parental guidance hence learn from other peopleand peers. Street children, for instance, learn from their immediateenvironment thus develop skills on how to encounter their challenges.Guidance by a caregiver or parent is instrumental in ensuring that akid gets the right footing in human development. Further, culturalbeliefs play a role in the acquisition of knowledge and cognition. Inthe essay, we shall examine Piaget and Vygotsky’stheories on cognitive development. While the two theories aredifferent, significant elements such as social, physical, andcultural influences appear to determine the skills adopted bychildren.

Piagetobserved that kids undergo four stages in their development. Heargued that kids learn through interacting with the immediateenvironment where they gain knowledge and information. In his theory,Piaget proposed that kids learn through accommodation andassimilation. Interaction with both the social and physicalenvironment, as Piaget observed, are crucial in the cognitivedevelopment of kids. Piaget noted that kids are active learners wholearn to assimilate new and existing information to attainequilibrium. He proposed four main stages namelysensorimotor, preoperational, concrete operations, and formaloperations (Mooney, 2013). During the first two years, as observed byPiaget, kids experience their world through senses and movement.Often, the kids have a little understanding during this stage. Duringthe preoperational stage, the kids are inquisitive although they donot think through their actions. Children at this stage believe thatother people share their views and actions. Later, the kids learnthrough learning before acquiring the basic reasoning skills. Thefinal stage discussed by Piaget involves the formal operations wherechildren can think abstractly.

Onhis part, Vygotksy argued that culture and social interactions areimportant in the cognitive development of kids. He observed thatspeech is an important psychological element in cognitivedevelopment. His theory has several assumptions, including informaland formal interactions with grown-ups, which influence the cognitivedevelopment. Vygotksy maintains that the early years of the kids areessential as they guide the assimilation of language and speech. Healso feels that the challenge activities help in the development ofkids. As such, Vygotksy believed that guidance by an experiencedindividual helps in the cognitive development of children (Bergin&amp Bergin, 2015).Through interactions with the adults, children learn important skillsthat take a significant role in the cognitive development. Minorsadopt practices they pick up in their day-to-day life due to theirlack of identity and need for a role model. Besides the peerinfluences, kids are also susceptible of influences from the mediasuch television and radio that have a major impact other aspects of akids’ life. Such are the social influences that Piaget believespromote the cognitive development. According to Vygotksy,mental development in kids begins with the basic social activities.

Kidsencounter various issues during their development, thus requireutmost care and understanding from their parents or caregivers.Developing strategies for communication between kids and caregiversdemands a mutual understanding and restorative rapport. It is alsoappropriate for the parents and caregivers to consider othervariables and factors that may have influences on the kid’sdevelopment (Mooney, 2013). Physical abilities of the children alsoplay a role in their development cycle. Earlychildhood intervention measures seek to advocate for the rights andwell-being of the kids to enhance their cognitive development. Piagetand Vygotsky differ on how kids discover learning. Piaget argued thatlittle intervention by teachers would promote cognition. However,Vygotsky believed that guided intervention is essential in thediscovery of learning in kids. He posed that teachers need to askintriguing queries to the children for them to discover answers.Vygotsky believed that assistance helps kids in solving variousproblems and challenges (Bergin &amp Bergin, 2015).

Psychologicalchanges that occur in the kids contribute to their vulnerability.Mood swings and complexity of emotions characterizes late stages ofdevelopment in kids. Failure to manage emotions positively leads toemotional instabilities. Strategies are required to address theperilous challenges associated with kids development promotes theircognition and knowledge acquisition. Appropriate interactions andunderstanding between children and parents/caregivers areinstrumental in ensuring that their development does not stagnate.The two theories are essential in practiceof modern psychology as they help in the development of appropriateinterventions in the early childhood education (Bergin&amp Bergin, 2015).Kidsare active learners going by their feedback to tutors, caregivers, orparents regarding their understanding. It is true that developmentcycle, particularly on cognitive development, declines with age.Kids ought to be given opportunities where they can easily expresstheir views by playing and participating in the artwork during thehealth care experiences. It is important to note that kids andadolescents have a natural simplicity when articulating their issuesthrough art and other activities. The approach helps in understandinga kid’s experience and cognitive development.

References

Bergin,D. A., &amp Bergin, C. A. C. (2015). Childand adolescent development in your classroom.Australia: Wadsworth.

Mooney,C. G. (2013). Theoriesof childhood: An introduction to Dewey, Montessori, Erikson, Piaget,and Vygotsky.St Paul, MN: Redleaf Press.

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