Piaget Vy Got

8/11/2019 Piaget Vy Got

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Differing Views in Cognitive DevelopmentCreated by Delores Malone, M. Ed.


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Overview of Cognitive Development (3-6 years) Children at this age are not ready to engage in logical

mental operations (thinking). (Papalia, et al, 2011, p. 256)

Children at this stage need a lot of experimentation intheir play. It is not unusual for children to repeat certainactivities many times in an effort to gain mastery overthem.

What kinds of activities would you see children doing overand over again?


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Piagets Cognitive Stage Theory

Stages in Development from Infants Young Adults

Sensorimotor: birth to two years

Preoperational : 2 7 years Concrete operational: 7 11 years

Formal Operations: 11 - adulthood

Piagets theory suggestedthat development

has an endpoint. (Papalia, et al, 2011, p. 30)


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Piaget theorized:a child acts on hisown environmentfor learning

the (childs)solo mind taking inand interpretinginformation aboutthe world(Papalia, et. al., 2011,

p. 34)

Therefore constructinghis/her own knowledge


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Piaget also

believed:

hands-onactivities also aid

with learningfuture complexskills

(Again, children will

repeat theseactivities in order togain understanding

of them.)


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Lev Vygotskys

Social Development Theory cognitive growth as a collaborative

process. (Papalia, et al, 2011, p. 34)

Childrenlearn through social interaction.

(Papalia et al, 2011, p. 34)


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Vygotskys Social Development Theory According to Vygotsky, (this) development begins at

birth and continues until death. (Riddle, 1999)

Vygotsky believed this life long process ofdevelopment was dependent of social interaction andthat social learning actually leads to cognitive

development. (Riddle, 1999)


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Lev VygotskyZone of Proximal Development

The gap between what (a child) can do aloneand what a child can do with help from

adults or peers who are more capable thanthe child. (Papalia, et al, 2011, p. 34 & p. 270;

Riddle, 1999;


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Vygotsky also

believed:

Scaffolding is thetemporary support thatadults or more capable

peers use to help a childlearn a task.

When the child hascompletely learned thetask the temporary

support or scaffold is nolonger needed.

(Papalia, et al, 2011, pp. 34& 270)


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Vygotsky: Scaffolding Example


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Vygotsky: Another Scaffolding Example


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Comparison of the Theories

[Review]Jean Piaget Lev Vygotsky

There is an end point tocognitive development -

birth to adolescence

A child acts on his ownenvironment for learning

Childs solo mind

Hands on activities also aid inlearning

A childs constructs his/herown knowledge

Cognitive development:Learning begins at birth andends at death

Social developmentinfluences cognitivedevelopment

A child is scaffolded by anadult or peer who is morecapable than the child


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Vygotsky and PiagetThink of examples using both methods.


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Resources Coffey, Heather -Zone of Proximal Development

http://www.learnnc.org/lp/pages/5075?style=print

Riddle, Elizabeth (3/8/99) Lev Vygotskys Social Development Theoryhttp://www.chd.gse.edu/immerson/knowledgebase/theorists/

Papalia, D., Olds, S., & Feldman, R. (2011)A childs world: infancy throughadolescence, 11th edition. Boston: McGraw-Hill Higher Education
http://www.learnnc.org/lp/pages/5075?style=printhttp://www.chd.gse.edu/immerson/knowledgebase/theorists/http://www.chd.gse.edu/immerson/knowledgebase/theorists/http://www.learnnc.org/lp/pages/5075?style=print

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