Jean Piaget And Vygotsky's Theory Of Intellectual Development

comparative Essay
2028 words
2028 words

Jean Piaget and Lev Vygotsky are two of the most well known cognitive psychologists who addressed cognitive development and learning among children and youths. While there are similarities, contrasts do exist between the two theories, and those contrasts are vital to the comprehension and application of the theories, especially in an educational setting. Born in 1896, in Neuchatel, Switzerland, Jean Piaget was an exceptionally gifted researcher. By the age of 10, he had written and distributed his first experimental paper about the Albino Sparrow. At the age of 21, he distributed 20 logical papers on his experience while studying mollusks which helped formulate his ideas about adaption (Piaget’s Background, n.d.). Much of his introductory hypothesis was focused upon his perceptions of his own kids. Piaget's work is an unmistakable sample of descriptive research. (Piaget’s Theory of Intellectual Development. 2013). A contemporary of Piaget from the 1930’s, Lev Vygotsky ( a Russian psychologist and philosopher) was generally connected with the social constructivist theory. He underscores the impact of cultural and social settings in learning and supports a discovery model of learning. This kind of model places the educator in a dynamic role while the students' mental capacities naturally develop through multiple paths of discovery (Lev Vytgosky, n.d.). Piaget and Vygotsky each created their own particular ideas of child development. Piaget differentiated development into four stages: sensorimotor, preoperational, operational, and concrete. Conversely, Vygotsky based his theory of development on the fundamental ideas that children construct knowledge, learning can prompt development, development cannot be differentia... ... middle of paper ... ...06%20-%20Piaget%20&%20beyond.pdf Piaget’s Theory of Cognitive Development. (n.d.) Retrieved from Piaget’s Theory of Intellectual Development. (2013). Retrieved from Stetsenko, A. 2008. From relational ontology to transformative activist stance on development and learning: expanding Vygotsky’s (CHAT) project. Cultural Studies of Science Education, 3: 465-485. Slanders, J. (2009). Differences between Piaget’s and Vygotsky’s theories of development. Retrieved from Woolfolk-Hoy, A. (2005). Educational Psychology, 9/e. Boston: Allyn and Bacon. Retrieved from

In this essay, the author

  • Explains that educational psychology windows on classrooms, 9th edition, new jersey: pearson education.
  • Explains that muthivhi, a., and broom, y. (2009) school as cultural practice: piaget and vygotsky on learning and concept development in post-apartheid south africa.
  • Explains stetsenko's perspective on relational ontology and the transformative activist stance on development and learning.
  • Compares jean piaget and lev vygotsky, two well-known cognitive psychologists who addressed cognitive development and learning among children and youths.
  • Compares how piaget and vygotsky's research has helped the field of education by offering clarifications for cognitive learning styles and capabilities of children.
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