Compare and Contrast Development Theories of Piaget vs Vygotsky
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Introduction
The theory of cognitive development by Piaget is defined as a comprehensive model which emphasis on nature together with the development of the intellect of human being (Carpendale et al., 2019). The development theory of Piaget was first stated by evolving Swiss psychologist who was known as Jean Piaget. On the other hand, Vygotsky’s cognitive in his model of development claims that social interaction is essential to cognitive development. The method comprises of the concept of specific-cultural tools, linguistic interdependence thoughts together with proximal zone development. The essay aims to show similarities and the differences between Piaget and Vygotsky’s development models (Carpendale et al., 2019).
Similarities
The cognitive expansion models for Piaget and Vygotsky’s acquisition of speech is considered as a significant activity. That is, the language that children speak when they are growing depends on the people who surround them and the environment where such children were raised. In most cases, children use their mothers’ language because they are always with them, hence making it easier to communicate the same language their parents are speaking (Eun, 2019). .Both Piaget and Vygotsky support the idea that the expression of young children is determined by where they are raised and how people who surround them communicate. In nature, children are very good at imitating what other people doing or speaking hence are making it easier for them to adapt to various languages.
In their models of cognitive growth, both Piaget and Vygotsky alleged that self-centred speech is vital in cognitive expansion. They believed that youngsters at a young age are active and do things according to what they are learning from others. For instance, young adults may attend some events or activities due to peer pressures without considering the adverse effects that are likely to follow (Eun, 2019). Piaget and Vygotsky claim that this is a critical stage where young adults do things without reasoning, and if they don’t get someone to guide them, they might end up falling into the wrong group of friends and involving them in activities that cannot be helpful but only to make them regret in the future.
Both Piaget and Vygotsky, in their development models, claims that children learn complex information. The two theorists believed that, when children are young, they know and understand few things their parents teach them, but as they grow, they get to learn complex ideas that are shown to them in schools and their homes (Eun, 2019). This is indeed true because, to date, there is some information we do not understand, or we take them for granted, but as we grow older, we get to learn the importance of having some knowledge and the value of having such data in our lives.
Piaget and Vygotsky had the belief that the growth of children happens because they are active pupils. They found that youngsters could move from one level of development to another because they understand things faster as well as adapting the new information given to them. Children believe that everything they are told is right, hence putting it into practice as directed to them (Megawati, 2020). As a result, when moving from their child to adulthood, it becomes easier for them because they are used to follow the guidance as provided and efficiently respond to the teachings presented to them. Generally, cognitive development requires learning new things from one level to another and adapting new things as children grow. Their fast learning and understanding of the things make them experience a single time learning new things as they grow (Rito, 2020).
Both Piaget and Vygotsky’s believes in the abilities to grow in sequences and use that particular ability to develop in a certain stage (Megawati, 2020). It requires children to learn various skills for them to gain knowledge on how to do such sequences as well as perfecting in their abilities. Piaget and Vygotsky believed that it comes a time when children can distinguish their abilities as well as looking for more information to learn things that relate to their capabilities (Rohaendi & Laelasari, 2020). For instance, an adult who realizes that she is talented in singing or participating in a game will look for people who have skills and knowledge in those sectors to help them perfect their abilities. Also, they feel proud and courage to compete with their fellow age mates to prove that indeed they are winners in those particular areas. (Rohaendi & Laelasari, 2020).
Difference
Piaget focuses on the development of children and young adolescents, while the theory of Vygotsky focuses on cultural roles together with social interactions. Piaget was interested in the fact that children make mistakes according to their age, and when solving or punishing children for their mistakes, parents should consider the age of their children (Erbil, 2020). Piaget believed that children should not be compared or be punished like adults since adults make mistakes they are aware of while children are not aware that they are making mistakes. Piaget thinks that children have a more exceptional cognitive ability; he also came up with four stages of cognitive development and put them into practice (Erbil, 2020).On the other hand, Vygotsky in cognitive development argues that abilities of thinking are socially guided and constructed. Cultures serve as a mediator for both information and development of particular skills like learning, memories, attention, and solving problems. The theory proposes that social tools play an integral role where children organize and be able to think about the world.
In his theory, Piaget urged that cognitive development is controlled by the tendency of children to adopt new involvements, while Vygotsky argues that cognitive progress is monitored by social communication. Piaget felt that when kids are growing from one stage to another, they tend to learn more and do according to what they see others doing. Further, he urges that most of the behaviours of young adults and children they copy them from the people who raised them and who were around them when they were growing up (Eun, 2019).On the other hand, Vygotsky urges that the development of children is controlled by social interaction; the is, how they relate with their friends and their close families at their young age. This means that the children who were brought up in areas where there are more people are likely to develop faster than kids who are raised where there are only a few people who surround them.
Piaget claimed that children study through active self–innovation by understanding their abilities, characters, and feelings, while Vygotsky argues that youngsters learn through directives and guidance. In his theory, Piaget argued that when children are growing or moving from one stage of development to another and they learn a lot when they discover things on their own. For instance, when young adults are growing, they can identify their abilities, portray their characters in their behaviours, and express their feelings. On the other hand, Vygotsky claims that children learn when given instructions and guidance ( Erbil, 2020). He believes that when you guide children and set rules and regulations to be followed, they are not likely to forget because it’s something they need to practice every day, hence making them learn more.
Piaget believed that linguistic was a result of thinking development, while Vygotsky considered language an essential thing in cognitive development. The theory of Piaget describes children’s style as a symbol that allowed them to venture beyond here and talk about past situations, things that are likely to happen in the future, people they interact with, their feelings, and events. During this period, the language of children often shows instances that Piaget termed as animism and egocentrism. Vygotsky believed that thinking progress depended heavily on the linguistic since the expression is found to affect and shape cultures (Eun, 2019). Vygotsky further suggests that the rise of cognitive development from conversations of children together with their parents, and people who surround them promotes a lot in their mode of thinking.
Conclusion
From the above presentation, a lot has been learned. We learned that cognitive development shows how children think, how they explore and figure out things. Theories of development enable children to gain knowledge, skills, solve problems, and interact with others, which allow them to relate well with people as well as being able to adapt their respective language. Although Piaget’s theory and Vygotsky’s model of progress emphasize the development of children, they have similarities and differences in how each theorist believed in the event of children. In their similarities, they emphasized most on the development of children, how children learn new things from their parents and people who surround them and how children learn new things and complicated things as they grow. The significant difference between the two theorists is that Piaget emphasized that discovering new things when children are growing was vital in the development of children.
In contrast, Vygotsky believed that children’s learning is done when a more knowledgeable person teaches children. Further, Piaget emphasized Most of the cognitive change, while in his theory, Vygotsky expects high variable development, which is gained from the cultural experience of children. This was the most exciting topic to cover; this is because they are real things happening in life, where we were born and passed the same stages, and currently, we are watching our young siblings growing and passing through the same development stages.
Reference
Carpendale, J. I., Lewis, C., & Müller, U. (2019). Piaget’s Theory. The Encyclopedia of Child and Adolescent Development, 1-11.
Erbil, D. G. (2020). A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory. Frontiers in Psychology, 11, 1157.
Eun, B. (2019). Adopting a stance: Bandura and Vygotsky on professional development. Research in Education, 105(1), 74-88.
Megawati, M. (2020). The Implementation of Piaget, Vygotsky, and Brunner Theories in Teaching English for Young Learners.
Morss, J. (2020). The Concept of Developmental Stage: Hall, Freud, and Piaget. In Oxford Research Encyclopedia of Psychology.
Rito, P. N. (2020). The use and development of video games in the classroom: you should consider IT. EDULEARN20 Proceedings, 1216.
Rohaendi, S., & Laelasari, N. I. (2020). Penerapan Teori Piaget dan Vygotsky Ruang Lingkup Bilangan dan Aljabar pada Siswa Mts Plus Karangwangi. PRISMA, 9(1), 65-76.