Differences Between Piaget And Vygotsky

Differences Between Piaget And Vygotsky
Jean Piaget and Lev Vygotsky both contributed to the field of education through their theories of cognitive development. Piaget's theory of cognitive
development ("Piaget's theory") was the most well–know theory for many years and had a strong impact on the education sector. Vygotsky's
sociocultural theory was labelled as a challenger to the dominant theory of Piaget. This essay examines and supports Vygotsky's cognitive development
theory ("Vygotsky's theory") through exploring the differences between Piaget and Vygotsky's theories as well as aspects such as thezone of proximal
development, the influence of cultural tools on development and the role of language.
Background of Vygotsky and Cognitive Development Theory
Vygotsky was born in 1896 in Russia. Most of his research was done between 1924 and his death in 1934 from tuberculosis. Vygotsky's work was
relatively unknown and widely unavailable until its translation from Russian in the 1960s (Swartz, de la Rey, Duncan & Townsend, 2011). As a result
of this, the study of children's cognitive development was dominated by the theory of Piaget (Tomassello, 2000). ... Show more content on
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Vygotsky's theory contrasts that of Piaget which states that cognitive development occurs through stages, including the sensorimotor, pre–operational,
concrete operations(middle childhood) and formal operations (adolescence) stages (Saettler, 1990). Vygotsky believed that cognitive development was
a lifelong process which could not be separated into stages (Hausfather, 1996) and believed that children gradually acquire higher mental functions
(Swartz et al.,
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Summary Of Lev Vygotsky
Russian psychologist, Lev Vygotsky, dedicated his studies to cognitive development. His theory, the Social Constructivist, or Social Development
Theory, stresses the importance of social influences, especially through instruction, on children's cognitive development. This theory suggests that
social interaction and community play a large role in "making meaning." Vygotsky displays his theory using his "Zone of Proximal Development," or
ZPD. The Zone Proximal Development is a term used to describe the range of tasks that are too difficult for a child to master alone, but can be learned
with guidance or assistance from adults or more–skilled children. The lower limit of the Zone of Proximal Development is the level reached by
children when working by themselves, without assistance from others. Contrary, the upper limit is the level in which tasks become too difficult for a
child to work independently, and additional help from a more–skillful adult or peer is needed. The purpose of the ZPD is to recognize where students
lie in terms of ability of certain cognitive tasks and skills. It allows monitoring of student progress using scaffolding. Scaffolding is a term that is
used to describe the level of support or guidance that is being offered to a student when learning a task. Scaffolding is a large factor of Vygotsky's
theory; when a child is learning a new task, the level of guidance from a more–skilled person is high, often through direct instruction. The child begins
to

Piaget v. Vygotsky
Piaget vs. Vygotsky Both Jean Piaget and Lev Vygotsky have had a huge impact on learning and teaching methods. Although they have different views
on how children learn, they both suggest helpful methods of teaching. Piaget and Vygotsky both focus on the idea of constructivism. Constructivist
theories believe learning includes real–world situations, language, interaction, and collaboration with others. Piaget believed in cognitive
constructivism and Vygotsky believed in social constructivism. They both had logical ideas with some similarities, but their theories also differed. First
off, Piaget was a strong believer in cognitive constructivism and offered that children learn with schemes, accommodation, and assimilation. He also...
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He believed that a child must interact with the social environment on an interpersonal level. Once this has occurred, the child can internalize their
experience and construct new ideas. For Vygotsky, culture and social context are critical in learning and he believed that's when children learn the best.
He came up with the ZPD, which stands for zone of proximal development. The ZPD is the distance between what a learner can do with help and what
they can do without help. He thought that children learn best within this zone because it advances their learning and challenges them. Vygotsky
believed that with the help of a teacher or mentor, students could understand concepts that they wouldn't be able to know on their own. A classroom
including Vygotsky's social constructivism theory would include meaningful content and content that relates to the real–world. Teacher–student and
student–student interaction are key in the classroom according to Vygotsky and will produce strategies such as questioning, summarizing, predicting,
and clarifying. A similarity between Piaget and Vygotsky is that they both provided views on cognitive development using constructivism. They were
both interested in furthering the learning of children using cognitive processes. Also, another similarity that they share is that they both believed that
societal influences established cognitive growth in children. They agreed that

Piaget's Theory Of Lev Vygotsky
Lev Vygotsky was a Russian psychologist, whose theory is focused on developmental psychology, but sadly since he passed away very young at the
age of 38, not a lot of his theory was translated to English until recently. However, some of his theories that were passed on had a great impact on the
society and is receiving a spotlight in the current world that we live in. Unlike Jean Piaget, another psychologist who studied developmental theory
during his time, Vygotsky's theory focuses on the impact that society and culture has on a child's cognitive development. His theory is called
Vygotsky's sociocultural cognitive developmental theory and along with that he has constructed zone of proximal development and also focused on
how language is important... Show more content on Helpwriting.net ...
One of the difference between Vygotsky and Piaget's theory is that since Piaget's theories are focused around specific stages, it is a universal
development theory but Vygotsky's theory states that since the development of a person differs through culture and society it is not a universal
development. Certainly, without a doubt that the specific culture a child is exposed to have a huge impact on child's development. For example, if a
child grows up in a culture that use an abacus instead of a calculator it will be natural for the child to take up abacus as a tool for calculation.
However, the problem here again is the validity to call this a cognitive development or not. Vygotsky seemed to believe that it is a cognitive
development as it requires the child's cognitive understanding to apply what was thought to them by their parents and teachers to their own skill.
Quoting Mamour Chor Turuk, "Students do not merely copy teachersвЂџ capabilities; rather they transform what teachers offer them during the
processes of appropriation." (Turuk, n.d.) whose quote opposes the critiques in the above

Characteristics Of Le Vygotsky And Cognitive Development
Cognitive Skills And Cognitive Development
The study of society and culture as factors of cognitive development is most evident in the work of Lev Vygotsky (1978). Cognitive development is the
development of intelligence, conscious thought, and problem–solving ability that begins in infancy. Children's cognitive development give emphasis
on developing a child's mind. It focuses on the changes in thinking that takes place from one stage to the next. Driscoll (2000) enunciate that cognitive
development is the internalization of social functions and the conversion of social functions into mental functions. While cognitive skills are
individual's abilty to think, give opinion, comprehend memorise events that occur in the surroundings. It involves categories such as memorizing
categorizing, planning,reasoning, problem solving creating, and imagining.
Characteristics Of Lev VygotskyTheory
Vygotsky acknowledged that biological factors play a role in development. Children bring certain characteristics and the disposition to the situation they
encounter, and their responses to those situations vary accordingly. Furthermore, children behaviour, which are influenced by in part of inherited traits,
affect the particular experiences that they have (Vygotsky, 1997). Vygotsky primary focus was on the role of nurture,... Show more content on
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In teaching, the teacher or educators can build on their own scaffold to develop the child's zone of proximal development. For examples, during solving
a mathematics problem, the teacher should not give away the solutions right away to the student. Instead, try to work it out together by giving little by
little guidance using their prior knowledge. ZPD takes place during an interactive activity where a novice and an expert work together to complete the
targeted task (e.g., Newman & Holtzman,

The Psychological Theory Of Lev Semenovich Vygotsky
Lev Semenovich Vygotsky (1896–1934) was a Russian developmental psychologist credited with the conception of the sociocultural theory. Born in
1986 in the Soviet Union (what is now present day Belarus), Vygotsky moved to Moscow in 1924 and joined the Institute of Technology (Jones 2016).
It was there, during his brief 10–year career (shorted by his premature death to tuberculosis in 1934) that "Vygotsky wrote on the cognitive difficulties
of disabled children, developed a single–subject research method, analyzed thinking and speech, and developed his theory of cognitive development,
which he designated as cultural–historical" (Salkind 1010), commonly referred to as Vygotsky's sociocultural theory. For the majority of the 20th
century, Vygotsky's work was banned and it was not until the break up the Soviet Union that his work became widely available in his home country.
"His writings are only just now becoming widely disseminated in the United States due to the growing availability of good English translations... Thus,
Vygotsky, long hidden from his fellow developmentalists, only emerged onto the scene long after his death" (Feldman 230). However, despite its brief
time in the psychological and educational arenas, "Vygotsky's view––that the specific nature of cognitive development can be understood only by
taking into account cultural and social context––has become increasingly influential in the last decade" (Feldman 230). Sociocultural Theory Vygotsky's
sociocultural theory

Lev Vygotsky 's Influence On Development
Lev Vygotsky
Introduction
Lev Vygotsky was a Russian psychologist during the Soviet Union. He was the founder of cultural–history psychology. His work concentrated on
development psychology with children from an early age. He came from a Jewish family and attended Moscow State University for medical school.
After time, he transferred to Law school and got interested in arts to become a literary critic. Then, he became a psychology instructor at a University
as his theories came into place. Lev worked on the social structure of cognitive development on children. He mostly focused on how society has an
influence on development, developing his social theory. He constructed ideas of how social tools and peers contribute to social development. Vygotsky
stressed over social interactions in cognitive development. The idea of social theory still matters today by how there is still social learning going on
around but in different ways.
Context During Vygotsky's era the main person to have influenced his ideas was Karl Marx. Marx created the idea of Marxist where Lev based his
views on the "relations between human consciousness and the material world" (Oscarsson ,2001). In this era, Vygotsky's works were banned during
the Soviet Union because as Martin Oscarsson (2001) says, Stalin wanted all types of freedoms related to cultural and scientific to be banned. His
beliefs were the most respected after his works were released because of how we still see it today. Some of his

Constructivism: Piaget And Vygotsky
Constructivism
Constructivist argue that learning is an active process, and that new information can be linked to prior knowledge. Jean Piaget and Lev Vygotsky are
two highly profiled and researched constructivist learning theorists. Their work entails how learning is an active process of constructing knowledge
rather than obtaining it. This knowledge is built through experiences and their environment.
Piaget's beliefs were that the most effective way of allowing learning to take place was to provide an environment which challenged children and
allowed then to control their own learning (Aubrey, 2015). Piaget constructed that children could build mental structures called schemas in their minds
to store new information. There were then three stages to his theory. Assimilation– where they could adapt an existing schema to make sense of a new
experience. Accommodation – where a new experience cannot be related to an existing schema resulting in a new schema being needed. Finally,
Adaptation – when assimilation and accommodation have both been achieved. Within teaching this theory can be recognised, while teaching a new
skill, a child can use their previous knowledge from a schema to help them either through assimilation or accommodation to reach the understanding.
Piaget was also the first psychologist to make a methodical study of cognitive development. He proposed that four stages of cognitive development.
These stages explained how a child's thought process expanded as

Vygotsky Dynamic Assessment
According to Vygotsky (1998, p.201), independent problem–solving reveals only part of individuals' cognitive ability, that is actual level of cognitive
development (Shabani et al, 2010). Vygotsky stated that traditional assessment determine only an insignificant part of the whole picture of development
(Shabani et al, 2010). Vygotsky also argues that responding to assistance is a very central feature for understanding learner' cognitive ability, since it
can give instructor a good insight into the individual's future development (Shabani et al, 2010) Vygotsky's theory basically suggests that if we want to
understand learning and development, we have to focus on process instead of product. According to Lantolf and Thorne (2006, s.28), Vygotsky... Show
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Thus, the real focus should be on what students can achieve with the help of the teacher or peers during the class activities because what is achieved
with the help of others shows the potential progress for achievement without any help (Yildirim, 2008). Dynamic testing is basically defined as an
approach which understands individual differences and their implication for instruction, and which embeds intervention within the assessment
procedure. In dynamic assessment procedures, the focus is on the process rather than the products of learning. In other words, the dynamic nature of
this approach is based on Vygotsky's observation that a body can show what it is only in movement (Lidz and Gindis, 2003). Dynamic assessment on
the contrary to non–dynamic assessment does not separate instruction from assessment but instead considers them as two sides of the same coin.
According to Sternberg and Grigorenko (2002), in non–dynamic assessment the examiner presents items and the examinee is expected to respond to
these items successively, without taking any kind of feedback or

The Development Theories Of Piaget And Vygotsky
Many psychological researchers such as Lourenco (2012) argue that the development theories of Piaget and Vygotsky are too fundamentally different to
be amalgamated. Others, such as Bruner (1966) and Glassman (1994), support the similarities (Butterworth & Harris, 2002), and state that together,
they could give a more substantial understanding of development. This essay will focus on some of these similarities and differences. Consideration
will be given to each of these approaches in regards to environmental relationships between the child and development, the methods used to undertake
the subject of development and the theory of dialogue will be also be considered as another key focal point.
A key difference between Piagets approach in contrast to Vygotsky is the context that each of them viewed the relationship between the child and the
environment or stimuli. Piaget took a more biological approach to his work stating that human cognition was a biological adaptation of a complex
organism to a complex environment (Flavell, Miller, P. & Miller, 2002). He proposed that the child manipulated the environment around it by "actively
constructing their own sense of the world" (Blades, Cowie & Smith, 2011). Vygotsky challenged this by stating that "learning must be viewed in the
context of the person's culture and the tools available in that culture" (Flavell, Miller, P. & Miller, 2002). He attributed learning to authority based
relationships (Lourenco, 2012) and argued that,

Lev Vygotsky And The Zone Of Proximal Development
Lev Vygotsky and the Zone of Proximal Development
Under normal circumstances, a child will physically develop without outside assistance. While there can be variations by way of culture, class, and
ability, it is difficult to contest that human nature is the driving force behind the bodily changes that take place from birth until adulthood. In contrast,
when it comes to determining the ways in which a child thinks and learns, there are numerous theories on what primarily influences cognitive growth
and development. One theorist that offered an innovative look into this latter process was Russian born psychologist, Lev Vygotsky. Vygotsky theorized
that children learn by doing, and their process of development is primarily influenced by the people and the systems that comprise their environment.
What made him stand out from other theorists of the time is that instead of centering his ideas in behavior, Vygotsky instead focused on thelearning
process and the potential for a child to learn. He showed the value pairing learning with a practical application, and that in doing so, it could make for
more effective learning on the part of the child. The result of such a theory was that provided families and educators an insight on how they might be
able to influence the development experience for a child.
Lev Vygotsky was born and raised in Communist Russia. When he first made his mark in the world of child development, it was not as an educator,
but rather a psychologist. Due the

Vygotsky And The Social Development Theory
Lev Vygotsky and the Social Development Theory Born on November 17, 1896 in Orsha, Russia, Lev Vygotsky entered into a well
–educated.
(Ghassemzadeh, Posner, & Rothbart, 2013, p. 293). Having a banker as a father, Vygotsky was given the privilege of private tutors while young.
(Jones, 2003). He went on to study human development at Moscow University and Shanyavsky Open University, and later became a psychologist.
(Cherry, n.d.). Vygotsky helped to create an approach to how the human mind is developed, and its higher functions. He felt that interaction with people
and one's culture heavily influenced how a person's behavior and the mind are shaped. Vygotsky's view focused on the "socialization by parents, peers,
and society through... Show more content on Helpwriting.net ...
(Gallagher, 1999). Collaborative learning refers to a group of students who work together to learn and understand a new skill. (Gallagher, 1999).
The Social Development theory consists of four basic principles:
1.Children construct their knowledge
2.Development cannot be separated from its social context
3.Learning can lead to development
4.Language plays a central role in mental development
(Gallagher, 1999).
The first principle deals with the idea that children will actually "talk it out" to themselves, or use what Gallagher (1999) referred to as "private
speech". For example, if a problem arises that is too difficult for the child to understand, he/she may talk to him/herself to plan out the steps that they
will take to solve the problem. (Gallagher, 1999). The second principle deals with the idea that cognitive development depends on the child's interaction
with people and their culture to stimulate growth in the child's thought and behavior processes. (Keritsis, n.d.). The third principle centers around the
idea "Zone of Proximal Development" (ZPD) (Gallagher, 1999).; the zone of proximal development refers to a situation where a child has a problem
that is too difficult for them to solve on by themselves; however, the child is able to solve the problem when given guidance and encouragement by
someone who knows more about the problem the child is working on (More Knowledgeable Other

Vygotsky 's Theory Of Internalisation
Vygotsky also introduced his theory of internalisation, one of the main concepts that differentiated from that of Jean Piaget (Duchesne, S., &
McMaugh, A. 2016. P.103). The theory of internalisation put forward by Vygotsky is an idea that suggests an individual is able to observe and
internalise the ideas and processes of their surroundings as they partake in social interaction defined as, "new ways of thinking" (Duchesne, S., &
McMaugh, A.,2016p.103). During social interaction the individuals thinking is successively transformed by interaction with others, similarly to the
concept developed by Piaget, Vygotsky also characterised children as "active agents in their development". (Duchesne, S., & McMaugh, A.,2016p.103).
As explained by... Show more content on Helpwriting.net ...
The ZPD was an indication of the students' ability to understand and learn tasks, according to Vygotskylearning happened within the zone of proximal
development (Davey,2014) Vygotsky's theories mainly focused on the development of cognition by the use of social interaction in children
(Davey,2014) Vygotsky 's' theories suggest that 'pretendplay or make believe play' within the zone of proximal development, as a lot of make believe
play involved the imitation of adults and the grown–up world they see , for example a child putting on heels that belong to their mother and carrying a
handbag is imitating the roll or skill of an adult is the child has seen in their life dress as hence, the child is acting out the behavior the child will use
when they're much older. Partaking in different roles to which a child must learn how to self–regulate emotions and behavior in order to participate in
the make–believe play allows the child to use his or her skills to be able to

Vygotsky 's Theory Of Human Development
Lev Vygotsky was an educator and a theorist known primarily for his sociocultural theory. Vygotsky developed the sociocultural theory, which is the
theory of human development through social and cultural influences (Aimin, 2013), during the 1920's–30's. One of Vygotsky's focuses was the concept
of the zone of proximal development (ZPD), which is the idea of a child being appropriately challenged, this will be discussed further on. His theory
stemmed from how children's learning is impacted greatly through guidance of peers, cultural relations (language), social interactions, teachers and any
other adult figure in their environment. In the last 10–15 years, teachers, caregivers, and educators have been attending more to Vygotsky's theory and
his concept of the zone of proximal development, because his work impacts how children learn in their optimal environment (Trawick–Smith, 2015).
Vygotsky's sociocultural theory will be discussed through historical insight, explanation of the theory itself, how sociocultural and society relate to each
other, and how the theory is applied in the educational society.
[Historical information]
When Vygotsky died in 1934 there were still parts of the theory that needed to be researched on and expanded upon, which was left in the hands of
other theoreticians (Wang, Bruce, Hughes 2011). On the historical foundation line with Locke on one end and Rosseau on the other end, Vygotsky is
one of the only theorists that falls directly in the middle

Evaluation Of Theories Of Vygotsky And Bronfenbrenner
Play is the eager engagement in physical or mental effort to obtain emotional satisfaction (Sheridan, 1977, p. 5). The above definition specifies the
three most important domains of development which advances through play. In this essay, I will highlight the ways children develop these skills
through play with a few examples from my practicum experience to support my statements. First, I will discuss the relevance of play to children's
learning between zero to five years of age. I will do this by beginning my discussion with differences between play in India, my home country and
play in New Zealand. Then, I will provide an overview of the theories of Vygotsky and Bronfenbrenner and compare them. I have chosen these two
theorists as their ... Show more content on Helpwriting.net ...
I started preschool when I was 4 years old and we followed a structured programme. We had a timetable for each week which included 60 minutes of
outdoor play in the playground every day. There were swings and slides; monkey bars and see– saws. Indoor play was not incorporated into the
curriculum. I remember our teachers telling us, "If you memorise these words, you can go outside and play". Therefore, play was regarded as a
reward for studying rather than a learning experience. The Ministry of Education (1996) states that children need to experience an environment where
play is valued as meaningful learning and that is what I witnessed during my practicum at Angel's day–care centre.
It was refreshing to see effective practices that seemed like an enjoyable learning experience to children. My experience from the practicum taught me
that children learn better through play. I understood that their communication skills are limited as they are very young so play is needed to help them
express their ideas. Children must have opportunities to develop non– verbal ways of expressing and communicating imaginative ideas (Ministry of
Education, 1996). Play might help children discover their talents and creative skills, and as early childhood educators, we could help them identify these
abilities through play as it is something that interests them. The role of early years practitioners is to support children to learn in ways that

Similarities Of Bruner And Vygotsky
CONCLUSION
Despite both theorists, Bruner and Vygotsky follows Piaget's cognitive theories, they still have two very different opinions. To be specific, Bruner
believes that students who self–learn, while having teacher support results in a positive learning environment. On the other hand, Vygotsky believed
that a student working alone too much wasn't a good idea, he prefers direct instruction with social interaction is a better way to learn.
Bruner
Piaget influenced Bruner on his research about Child development, he believed that learning is an active process and that learners need to develop their
own knowledge and ideas using their current or previous knowledge. The effective instruction includes:
Personalized: instruction should ... Show more content on Helpwriting.net ...
Interacting with peers is a successful way of developing skills, either with adult guidance or more advanced kids help the less–advanced. However,
Vygotsky never used the term "scaffolding;" instead he phrased it as "Zone of Proximal Development (ZPD)." ZPD is The difference between what the
student can do with or without someone's help but cannot yet do it independently.
Thesis statement
While both theorists Bruner and Vygotsky followed Piaget's cognitive footsteps, both of them somehow managed to have similar point of views in how
the learner need to interact in order to learn better.
It's interesting how we use their theories to teach our students. Similarities
Even when Bruner was following Piaget's theories, his research only linked to Vygotsky with both their insistence that there's no separation between the
mental and social aspects of growth.
The similarity was that Bruner's belief is that learning is an active process and that learners need to develop their own knowledge and ideas using their
current or previous knowledge. While Vygotsky belief was the necessary role of social interaction in cognitive development. Bottom line is,
socialization increases the learner's knowledge because they will have intrinsic motivation to the social

Book Review Of Piaget And Vygotsky
For many years education has been an important issue around the world and for many years people have studied how cognitive development occurs.
Piaget had the idea that knowledge develops from an interaction between nature and nurture. In "EdPsych," by Lisa Bohlin, Cheryl Cisero Durwin, and
Marla Reese–Weber the authors talked about Piaget and Vygotsky. The book mentioned that both Piaget and Vygotsky argued that cognitive
development is the result of a complex interaction between environment and heredity. To understand Vygotsky's theory it is important to understand
what was Vygotsky's perception about the process oflearning in a child. Vygotsky focused on social interactions in the development of cognitive
process like memory, solving problems, and self–regulation. Vygotsky's believed that theZone of Proximal Development is different in all students
because some students may have their Zone of Proximal Development narrower than others. This means that those students with a narrow Zone of
Proximal Development would need more assistance compared to those who do not have their ZPD narrow. In scaffolding, the learner is in control
while the more capable individual is not. This allows the two individuals to have a pushing and pulling development in their life. A pushing and pulling
development is where both of the individuals learn from each other not just the learner from the more developed individual. Vygotsky's also focused on
the Zone of Proximal Development (ZPD). The

Vygotsky 's Theory Of Cognitive Development
Vygotsky's Theory of Cognitive Development & the Biopsychosocial Framework
In researching various development theories, one of those that stand out is cognitive development theory. Cognitive development theory studies "how
people think and how thinking changes over time" (Kail & Cavanaugh, 14). One of the leading theorists in this area was Russian psychologist Lev
Vygotsky. He was one of the first theorists to consider the sociocultural influences on a child's development. His research allowed the development of
key concepts that have been proven useful to educators as they have incorporated them within their teaching methods. Not only have these concepts
helped children develop new skills, but also have made teachers more effective in the classroom. In considering the sociocultural influences on
development, Vygotsky emphasized the importance of social interaction and imaginative play. He determined that these two factors made sizeable
contributions in cognitive development in children.
In looking at the influence of social interaction on development, he felt that these type of interactions helped children make discoveries and create
meanings based on those things discovered. Many of these social interactions take place with someone more skilled, such as a teacher or parent. The
child then is able to follow instructions given by the more skilled individual or else emulate their actions. This process involves making observations,
following instructions, copying,

Vygotsky 's Theory On Cognitive Development Essay
в…“ of a page on vygotsky
Lev Semionovich Vygotsky was a Russian psychologist and constructivist learning theorist who was known for arguing against the theories of
psychologist Jean Piaget. Piaget believed that in order for any learning to occur there had to development within the individual first, but Vygotsky
argued the contrary. He argued that in order for development to occur, the individual would first have to havelearning take place through instruction and
example in a given appropriate environment. Vygotsky's theory on cognitive development is centralized on two key ideas known as scaffolding and the
zone of proximal development which will be explored in this essay and how they contribute to the classroom.
ВЅ scaffolding Scaffolding is defined by Educational Psychology, 8th edition as: "Support for learning and problem solving; might include clues,
reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in
independence as a learner (45)." The key concepts of scaffolding in the zone of proximal development is how Vygotsky believed the most learning
can take place as the students are amongst peers whose "private speech" can be discussed among one another to come to new conclusions. (aka
learning.) private speech Children 's self–talk, which guides their thinking and action; eventually internalized as silent inner speech. For example, a
teacher could introduce a concept requiring prompting,

Vygotsky Inner Speech
Introduction The origin and background of inner speech The idea of inner speech dates backs to the time of Plato and has been in use till date, but
emphasis will be laid on Vygotsky's work. The phrase inner speech was initially used by Lev Vygotsky, a Russian psychologist, to describe a stage in
language acquisition and thought in his famous work 'Language and Thought. Vygotsky is said to believe that "speech began as a social medium and
became internalized as inner speech, that is, verbalised thought" (Katherin, 2006, p. 17). Since the translation and introduction of Vygotsky's Language
and Thought to the English–speaking world in 1962, it is presumably one of the most important and influential books that draw on cognitive science,
and as well has become recognized as an exceptional groundwork of the evolution and theory of inner speech. Although, Vygotsky's work has raised
arguments as to whom the credit of the genesis of inner speech is due, being that his piece of work synthesized the ideas of other philosophers
/ psychologists. In his phenomenal piece of work on human mental development, Vygotsky, analyzed the relationship between words and thoughts, and
argues that only as children develop does speech in its social origins become... Show more content on Helpwriting.net ...
The first, A list of 10 monosyllabic words which are phonologically similar but not semantically related (A list) was adapted from (LS) "white,
height, night, light tight, write, might, quiet, bite, fight" (p 30). The second list comprised of 10 words which are semantically related (B list),
similar in length, word class and frequency with the phonologically related words, dear, sugar, savory, sweet, tasty, flavor, honey, dessert, candy, treat
. The level of frequency of the words were determined with the use of corpus (COCA and BNC). There are slight variations in the level of frequency
of the B list words. Nevertheless, The lists were presented orally and

Vygotsky And Vygotsky 's Theory Of Choice
Developing language becomes the avenue from which children cultivate their social–emotional cognition which allows them to have an understanding
of their social world and accumulate their culture (Shulman & Singleton, 2010). Jean Piaget and Lev Vygotsky are two well–known cognitive
psychologist who each had theories regarding language development and cognition. Both Piaget and Vygotsky had similarities in their theories as well
as differences between them. While they were both conveyed great contributions into the development of current psychology, Vygotsky's ideas are
notably the theory of choice in development. Jean Piaget's theory suggested that children progressed through stages while they were maturing and
experiencing life (Friedman & Schustack, 2013). Piaget proposed that children learned through their environment, social and physical environments
aided in their cognitive development. Lev Vygotskytheory describes how culture and interaction play a major role in the development of speech and
cognition. Vygotsky proposed that children's early years were important for development and they learned mostly through communications with parent
or caregivers. There are some similarities and differences between Piaget and Vygotsky's theories. They both thought quality changes were important in
development over gradual growth increments (Lloyd, & Fernyhough, 1999). They both believe that children are active learners Piaget believed children
needed to balance new

Vygotsky 's Play Theory On Human Development
Vygotsky's Play Theory
Many researchers strongly believe on how important play on human development. A spontaneous play contributes to cognitive, social, emotional,
physical and language in early childhood development. Plays promote social competence, creativity, language development, and thinking skills. The
benefits of play that children use their creativity while developing their cognitive and social skills. Children learn best where the environment provides
them an opportunity to create, explore, and discover the world around them. The undirected play allows children to understand the social interaction
and interact with each other and learn to negotiate, resolve conflicts, cooperate, share, and self–advocacy skills. They display emotional and develop a
sense of empathy through play. It also helps children to develop self confidence and resiliency they will need when facing challenges in the future.
Play is essential to children development and one of the main ways in which children learn. In other words, children learn through play.
Piaget and Vygotsky are the most recognized for their cognitive developed theories. They have significant contributions for understanding the
relationship of child development and learning. This is a research on the similarities and differences in the theory of cognitive development between the
two theorists.
Piaget took a more cognitive constructivist view and focused on the reasoning ability of individuals and how individuals interpret

Vygotsky And Vygotsky 's Theory Of Development
Jean Piaget and Lev Vygotsky are prominent influential figures in the field of developmental psychology. The purpose of this paper is to compare and
contrast their theories of development, as well as identified what can be gained through a better understanding of the theories.
A Brief Summary of the Theories of Piaget and Vygotsky Piaget's theory of development is based on four stages: sensorimotor, preoperational,
concrete operational, and formal operational stage. Piaget believed development was autonomous and individuals went through all stages, albeit some
at different rates (Blake and Pope, 2008). Piaget believed children developed knowledge from within (Lourenco, 2012). Lev Vygotsky's work is
centered around the basis that development is shaped through an individual 's social interactions and cultural influence (Lourenco, 2012). In Vygotsky
's concept of the zone of proximal development, he studied what an individual can do without help and what an individual can do with scaffolding from
an adult (Blake and Pope, 2008). Similarities in the Theories of Piaget and Vygotsky While Piaget and Vygotsky are thought to be quiet different in
their theories of development, similarities can be found. Both men believed in a developmental perspective and that development involves interaction
within one 's own environment. In Piaget 's assimilation/accommodation and Vygotsky 's internalization/externalization, a learner uses these processes
to make sense of new information.

Theories Of Lev Vygotsky
Lev Vygotsky was a psychologist that emphasized that children learn through interactions with their surroundings. He was often referred to as the
"psychology of superman". Most of his work was in developmental psychology and he emphasized that interpersonal connections and the social
environment had a lot to development. He had different theories on how biosocial development is an important aspect of a child's development.
Vygotsky felt that language and play had a lot to do with children's development because of the dialogue between those playing. "PsychologistLev
Vygotsky's theory of cognitive development posits that information from the external world is transformed and internalized through language. Since
language is both a ... Show more content on Helpwriting.net ...
At school children are around their peers a lot and they share some of their experiences during play time.
The zone of proximal development or ZPD is basically what the child can do by themselves with no help from others, and what the child can do with
help or guidance and encouragement from someone who is more knowledgeable. The ZPD is a very important and sensitive area. It is "the area where
the most sensitive instruction or guidance should be given – allowing the child to develop skills they will then use on their own – developing higher
mental functions" (McLeod). This will help the child to be able to do more thing without assistance from others.
Vygotsky emphasized that in order for the ZPD to be successful, it must have two features. The first feature is subjectivity. Subjectivity describes the
process of two individuals beginning a task with different understanding and eventually achieve a shared understanding. The second feature is called
scaffolding, which refers to a change in the social support over the course of a teaching session. When scaffolding is successful, a child's level of
mastery performance can change. That means that it can increase a child's performance on a particular task.
Lev Vygotsky's scaffolding theory was another important theory of

Vygotsky 's Theory Of Cognitive Development
When we consider children and their learning styles, we do not come to a definite conclusion straightaway. Instead the answer that most will agree on
is that there are many, many ways that a child (or anybody, for that matter) can learn. Hoy and Margetts (2012) demonstrate that cognitive development
is much more than the addition of new facts and ideas to an existing store of information – maturation, activity and social transmission influence
cognitive development. One very respected researcher of cognitive development and, in particular, sociocultural effects on such development, was Lev
Vygotsky, whose original Russian journal articles are now available in English.
Vygotsky's theory revolves around peer–mediated learning, and has three key concepts that cover various ways in which this occurs. Hoy (2012, pp.
98) argues that at any given point in development there are certain problems that a child is on the verge of being able to solve. This is known as the
Zone of Proximal Development – 'any situation in which, while participating in an activity, individuals are in the process of developing mastery of a
practice or understanding a topic' (Wells, 1999, p. 333). Mastery of the topic in the Zone of Proximal Development is advanced via 'scaffolding',
supporting the student in some way. This may be through role modelling, providing feedback (...) direct instruction, posing questions (...) or breaking
the problem down (Ey, L–A 2016). Alongside this, children have three methods

Vygotsky, Zone Of Proximal Development
According to Vygotsky, zone of proximal development, or abbreviated as ZPD, is a learning concept that states a child cannot yet master alone even
though they are close to having the necessary mental skills; they need guidance from a skilled partner to complete the task. This relates to his theory
of general development because he believed social interaction plays an important role in the process of cognitive development and as stated above,
ZPD requires human interaction to guide a child through what can be seen as a learning curve. With this project where a child has to do an easy puzzle
(10 pieces or less) on their own versus a hard puzzle (50 pieces or more) with the help of an adult, Vygotsky would predict that the child will be able...
Show more content on Helpwriting.net ...
The second puzzle was a 50–piece puzzle that was a normal puzzle where he needed to complete it to form an image. With the second puzzle, Joel
struggled due to its size and it took him longer than the first puzzle. While Joel was doing both puzzle, Miss Angie kept the atmosphere of the
place very warm, inviting and supportive by talking to him and asking him about his life. She also cheered on him when he connected the right
piece. For the first puzzle, Joel completed it in just 5 seconds, so that rate of that is 1 piece per 1 second. Perhaps he had done that puzzle already
because when Miss Angie showed it to Joel, he said "this one again?". For the second puzzle, Joel completed it in 6 minutes (360 seconds), which is
roughly 0.13 piece per second. During the easy puzzle, the child–task behavior and child–motivation were more frequent than the harder puzzle
because with the harder puzzle, Joel was more distracted and not as focused as the first puzzle and the sheer number of pieces made the process even
more daunting than it was for him. There was no adult–motivation/task behaviors involved with the first puzzle, because it was so easy that Joel
completed it too quick for any interaction between Miss Angie and himself. But for the harder puzzle, it was opposite, there were more of the
adult–motivation/task behaviors than the first puzzle because Joel needed Miss Angle to be there to guide him through the

Vygotsky And Constructivism Theory
Constructivism theory is basically used to define how learners gain knowledge from their past experience or from prior knowledge. For example,
even in the childhood the child is not in the blank state they grasp knowledge by the expressions and images. Lev Vygotsky was a Russian
psychologist who has given socio–cultural approach to cognitive development. He wrote two famous books "Thought and Language" and "The
Development of Higher Psychological Process". Vygotsky's theory is based on social–cultural interactions to help the learners to construct their own
point of views. Vygotsky's theory defined by following points:
пЃ¶Vygotsky (1962) described that language plays a vital role in the cognitive development of language is a powerful tool... Show more content on
Helpwriting.net ...
пЃ¶Vygotsky emphasized more on social factors contributing to cognitive development. He defined "Every function in the child's cultural development
appears twice: first, on the social level, and later, on the individual level; first, between people, and then inside the child" (Vygotsky, 1978, p
–57).
Example: When I taught my students regarding the basic electronics devices then we discussed in class the general devices that are used in their social
life like mobile charger, traffic lights, and water level indicators and then they easily understood the types of devices and their uses.
пЃ¶Vygotsky used another principal Zone of Proximal Development (ZPD) for his work. According to Vygotsky,learning occurred in this zone and the
guidance is required for learners to complete their task during this zone. Here the role of a teacher is very important. Example: I used this practice in
my laboratory session by forming the group of less competent students with the skilled students who help them to pass their ZPD zone with my
guidance. Teaching will be more effective if the tutor tech the learners in the ZPD (Wass & Golding, 2014).
Vygotsky's sociocultural theory is flexible and provides freedom to the learner to develop his knowledge of social–cultural interactions. This theory is
the very useful approach for teachers' personal development (Shabani, 2016). In Vygotsky's theory, the role of a teacher is important in the ZPD zone
and it required a more

A Brief Note On Vygotsky And Vygotsky 's Theory
Learning is a social process that causes intellectual development that is achieved when learners are involved in learning activities that causes them to
interact with others (Vygotsky, 1978). Lev Vygotsky alone has motivated and influenced social learning and constructivist theories more than Vygotsky.
The entire process of his theory is that much of the learning a student does is based on social context (Vygotsky, 1979). He contemplates that the social
environment is critical for learning. It influences the many objects the student is exposed to. For example, according to Vygotsky, culture , language
and speech are important (Vygotsky, 1979). I honestly believe that learning is a social aspect that you cannot do alone. When you work with... Show
more content on Helpwriting.net ...
On a daily routine, I setup my classroom to have the children come in and explore the materials that are available. However, I think of ways that I can
expand and challenge the children in a more cognitive, physical, or social–emotional level. I agree that when the environment the children are meant
for learning and exploring, the children will learn. Armstrong (2015) also mentions that Vygotsky was influenced by that because Vygotsky emphasized
that the knowledge between the learner and the environment is crucial. Social–cognitive theories empathize that teaching and learning are social
activities that becomes a communicable learning environment. Teachers, peers, learning materials and even the classroom environment are resources
and tools the learner needs (Kim, & Baylor 2006). I find this very crucial and important especially in Child Development. The classroom is like the
"3rd" teacher that facilitates learning. When the classroom is organized and setup according to the children's interest and needs, the children will have
a better understanding and explore more challenging concepts. For example, I had a 19th month that was stacking wooden blocks and the child was
at a point that he couldn't reach the top. He was very adamant about putting the last block on the top. The child grabbed a chair and slowly practiced
his gross motor skills to balance on the chair. He

Vygotsky To Assist Rad In Learning
A basic concept of Vygotsky's socio
–cultural theory is its claim that the human mind is the go–between and plays a significant role for what he calls
toolsвЂџ in humansвЂџ understanding of the world and themselves (Cole.1978). Vygotsky defends the theory that people do not act directly on the
physical world without the intermediary of tools. Vygotsky describes cognitive development first occurs in a social context amongst people as "inter"
and within the individual, as "intra." Thus meaning, according to Vygotsky as, "Every function in the child's cultural development appears twice: first,
on the social level, and later, on the individual level; first between people (inter–psychological) and then inside the child (intra– psychological)
(Cole.1978)."... Show more content on Helpwriting.net ...
Vygotsky indicates the latter understanding of consciousness in the field of teaching is embodied in the concept of metacognition, in which he states,
incorporates functions such as planning, voluntary attention, logical memory, problem–solving and evaluation. Without regard, one of the most
significant contributions to the theory is the distinction between the child's actual and potential levels of development to what Vygotsky refers to as
Zone of Proximal Development (ZPD).
The Zone of Proximal Development (ZPD) (Cole.1978) "is the distance between a student's ability to perform a task under adult guidance and/or with
peer collaboration and the student's ability solving the problem independently (AIS, 2017)." in Vygotsky states Rad's learning occurs in this zone.
Modeling– Example of modeling –I will demonstrate regrouping in subtraction with Rad, both an individually as well as during peer–to–to peer
collaborations prior to asking him to try performing the task on his

Lev Vygotsky Essay
The psychology theorists of the past have shaped the classrooms of the present. There are many theorists that have affected the teaching styles of
today and a theorist that has had a major impact is Lev Vygotsky. Vygotsky's work interests me much because his concepts and ideas encompass
many of the ways in which teachers teach in today's classrooms. The ideas he presented have contoured the strategies of teachers. It is interesting to
look into the reasons why teachers have adopted some of the strategies they use and many of those reasons are formed from the original ideas of
Vygotsky. Vygotsky was born in Russia in 1896 into a middle class family (Gallagher 1999). Vygotsky studied law at Moscow University and he did
not have any... Show more content on Helpwriting.net ...
According to Gallaway (2001), an MKO "refers to someone who has a better understanding or a higher ability level than the learner, with respect to a
particular task, process, or concept." Vygotsky's concepts of zone of proximal development and the more knowledgeable other person has led to the
idea of scaffolding. Scaffolding, which encompasses both ZPD and MKO, is seen in almost all classrooms in today's society. Scaffolding is a
temporary support mechanism that aids students when they need it and then relinquishes control when the assistance is no longer needed. According
to Lipscomb, Swanson and West (2004), scaffolding is used in classrooms by the "development of instructional plans to lead the students from what
they already know to a deep understanding of new material," and "execution of the plans, wherein the instructor provides support to the students at
every step of the learning process." Scaffolding encompasses the role of the teacher. The teacher acts as the most knowledgeable other to the student
and then assesses the current knowledge of the students. The teacher decides which knowledge level the students should be performing at, and that gap
between current knowledge and abilities and their potential is the zone of proximal development. In order for

The Theories Of Piaget And Vygotsky On Childhood Development
Response to Scenario B In current educational psychology, both the works of Jean Piaget and Lev Vygotsky have become prominent in an
understanding of developmental cognition in childhood (Duchesne, McMaugh, Bochner & Karuse, 2013, p. 56). Their theories are complimentary
and provide a more rigorous comprehension of childhood development (Shayer, M., 2003, p. 465). Their varying principles are applicable to many
situations concerning the development of children. The focuses of Piaget and Vygotsky on the ways of childhood development differ. Piaget was
focused on the four developmental stages of cognitive growth in his Theory of Cognitive Development, whilst Vygotsky's principles were based on
development in a societal manner with his... Show more content on Helpwriting.net ...
Drawing on photo sources from the internet and identifying the physical traits of the butterfly, the teacher can achieve one of two objectives. Firstly,
the students could use current knowledge "action schema", appearing when presented with this new information (Francis, D., 2005, p. 257), and
compare it to their own current knowledge of insect species, assimilation, or a new schema could be built in students of the species of the butterfly,
accommodation. In doing this, the students increase their knowledge of species of insect. When the students leave the classroom to find physical
specimens of the butterfly, they further cement their changed or new schemas. Piaget's principle of organisation is utilised through a discussion, as
they classify other local insects, for example, bees. The discussion entails the role of varying species of insect; bee, butterfly and moth, have on nature.
This process is vital for a child to be able to gather and process new and important information and store mentally for later use (Duchesne et al., 2005, p.
74). This activity recreates cognitive equilibrium for the students at a higher developmental level, as their disequilibration through understanding the
perplexing new information is corrected (Flavell, J., 1996, p. 201). Through this process, students continue to form schemas and gather a more thorough
understanding of how nature they are exploring works. Vygotsky's principles are also used in the education

Piaget And Vygotsky 's Theories
The two most influential psychologists of the twentieth century, Jean Piaget and Lev Vygotsky dedicated their lives to the field of Developmental
Psychology. They spent every possible day studying the wide span of physical, cognitive, social, and emotional growth and development over a human
lifespan. Apart from many criticisms regarding their work, Piaget and Vygotsky's enduring research is an important part in children 's education around
the world. In addition to spreading light on a child develops into an adolescent and adult.
Piaget
Jean Piaget's research revolved around cognitive development. This construction of thought processes includes thinking, knowing, remembering and
problem solving, as well as decision making and communicating. As Piaget held more experiments with more children, he began to notice the child's
individual reasoning for their answer to a specific question. Intrigued, he began to analyze their incorrect answers than their correct ones. Piaget
explained their individual reasoning by explaining each person holds concepts, or 'mental molds'. Children answer these questions differently because
they are accustomed to their previous knowledge. These molds, or schemas, help organize knowledge and group similar 'things' in the brain. If a child
is involved in a new experience or idea, they will go from a state of equilibrium to disequilibrium. This state of disequilibrium is why children become
confused and ask the constant 'why?'. To return back to the

Essay Sociocultural Theory: Lev Vygotsky
Lev Vygotsky was a Russian psychologist, born November 17, 1896, who had a wide range of interests that included the cognitive and language
development of children. Vygotsky's theories are somewhat incomplete due to his death at the young age of 38 from tuberculosis. Vygotsky faced
many struggles in life that he was able to overcome, such as being a young Jewish boy who grew up in a time where the Russian District limited the
number of Jews who were allowed to be educated at a University level. (Tools of the Mind pg. 5) Fortunately he was one of the few who was awarded
this education opportunity and prevailed as an exceptional student. As stated in the Tools of the Mind, "Vygotsky taught literature in a secondary
school and then went on... Show more content on Helpwriting.net ...
Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level;
first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory,
and to the formation of concepts. All the higher functions originate as actual relationships between individuals." (p57). Vygotsky, unlike Piaget
believed that cognitive development is not limited just to children, which is where it begins but continues at all age ranges and that social interaction is
required for full cognitive development. Vygotsky believed that social learning tends to precede development and that cognitive development stems
from social interactions and that the environment in which a child is largely exposed to growing up will influence how the child will think and what
they will think about. Furthermore, he emphasized the influence that different cultures will have on cognitive development and how they should be
considered, rather than placing cognitive development in a universal category across all cultures. My research will be focusing on the two main
principles of Vygotsky's work which include the MoreKnowledge Other (MKO) and the Zone of Proximal Development (ZPD), which helps with the
learning process of children and the important

Vygotsky And Vygotsky 's Theory Of Cognitive Development...
Instituto Modelo Almafuerte
English and Its teaching
Delvalle, AilГn Florencia
Thought and Language: independent processes.
With the passing of time, the development of thought and language has been the object of study for psychologists such as Jean Piaget and Lev
Vygotsky. The former drastically influenced the study of thought and speech with his theory of cognitive development and his clinical method. The
latter also made his contribution with his sociocultural theory. Although language and thought may be analysed as associate one to the other, both of
them may be considered as independent and dynamic processes which belong to different roots. Considering the book Thought and Language by Lev
Vygotsky, it might be possible to debunk the fundamental concepts of Piaget and Vygotsky's theories and to expand on their main differences.
As regards language, Piaget and Vygotsky coincided on the inkling that the development of language is an intricate interaction between a child and the
environment. Both psychologists opined that when a child accomplishes the development of language, a system of symbols is created in order to help
them comprehend the world. Nevertheless, they did not agree on how language and thought may interact in the development of a child. According to
Jean Piaget, the cognitive development of a child activates the growth of language. Basically, that means that thought is going to appear before
language. Besides, it might be claimed that cognitive development

Compare And Contrast Piaget And Lev Vygotsky
In my essay I am going to talk about two human development theorists, Lev Vygotsky and Jean Piaget, including their background and theories. I will
also make links between each of their theories and infants', toddlers', and young children's learning and development, safety and nutrition, health and
wellbeing, and learning environment. During this, I will be considering political factors.
Lev Vygotsky
Lev Vygotsky is an extremely influential human development theorist. Vygotsky was born in Western Russia in 1896, however due to a Russian
revolution, his ideas were not heard until later in his life and after his death in 1934. He had a holistic approach and believed strongly in social
interactions, and that a person's development is affected ... Show more content on Helpwriting.net ...
Allowing them to learn about how to look after themselves is extremely important and will support them in developing skills for later life. Younger
children tend to place most things in their mouths, especially if they are under two and in what Piaget called the sensorimotor stage (Pound, 2011).
This is part of their learning; however, teachers must encourage them about what is clean and what is not. Teachers must help and guide their children
to learn about and care for themselves. By the teacher aiding the student, it is seen as scaffolding so also relates to Vygotsky's model. The teacher has
an important role in young children's lives by teaching them about their health and wellbeing, which helps them to be able to know about it without

Cognitive Theory Vs Vygotsky
Piaget (Discontinuous Theory) vs. Vygotsky (Continuous Theory) Hildie B. Ericksen Piaget (Discontinuous Theory) vs. Vygotsky (Continuous
Theory) Discontinuous Classic Stage Theory Jean Piaget's Cognitive Development Theory describes four stages of human development which he
described as naturally emerging reasoning and development. The first two stages can be described as sensori–motor development. In all stages of
development, the child learns to adapt, assimilate, and accommodate new information into their thought process. Stage one is Sensorimotor which lasts
from birth to 2 years of age. There are six substages which the infant's source of actions shifts from reflexes to... Show more content on Helpwriting.net
...
Vygotsky described three forms of language: external communication, private speech (the bridge between external and inner speech), and private
speech "underground" or inner speech. External communication occurs until about age three which children maintain a running monologue. This
suggests child's speech keeps him/her focused on their thought. Private speech occurs around age 6 when they begin to mouth or "sub–vocalize" their
speech. The private speech functions to facilitate thought processes, overcome obstacles, and develop imagination. He believed that inner speech was
private speech "moved underground" by around age 10. Inner speech is the internal dialogue aiding thought process. Initially thoughts and
verbalizations are separate and develop to the point that thought and speech become interdependent. Theory Compare and Contrast Piaget and
Vygotsky both had similar foundational beliefs of child development. They both thought children are naturally curious and were active in their own
learning development. Both theorists believed children were born with the basic materials for development. This is where they began to differentiate in
their theories: Piaget Vygotsky Development occurs in stages Focused on reflexes and motor sensory functions Development across stages universal
Believed development first, learning second Peer to peer interactions more important Independent exploration Independent

Vygotsky 's Theory And Theory Essay
I.Introduction Learning, according to De Houwer, Barnes–Holmes, & Moors (2013), "has been defined functionally as changes in behavior that result
from experience or mechanistically as changes in the organism that result from experience". Throughout the years, a number of psychologists have
come up with different theories to try and explain how young children develop and learn. Lev Vygotsky, a Russian theorist and psychologist that was
born in 1896, constructed his own child development and learning theory that has strongly influenced the world of education (Nordlof, 2014; Dahms,
Geonnotti, Passalacqua, Schilk, Wetzel, & Zulkoqsky, n.d.). His theory is created from concepts of both behaviorist and constructivist. Vygotsky's
theory suggests that learning and development occurs through social function as well as intentional teaching (DeVries, 2000; Nordlof, 2014; Slavin,
2015).
II.Learning Theory and Its Importance
Vygotsky first became interested in educational psychology and child development when he worked as a teacher in 1917 (Dahms et al., n.d.). During
this time, he concluded that the use of social exchange, cultural context, and "mastering higher order" all contribute to a child's development (Bruner,
1997). Vygotsky noticed that social exchange, which is the interaction with others, mediates and contributes to one's speech as well as one's cultural
context (Bruner, 1997).
***
There are two significant characteristics of Vygotsky's theory that

Vygotsky Attachment Types
1.Vygotsky was focused on how children come to understand their social world. He believed cultural learning is acquired through a gradual process of
social interactions between children and parents, teachers, and other members of society. These social interactions provide children with the
knowledge they need to face the challenges and meet the demands placed on them by their culture. So, basically according to Vygotsky the adults are
the experts and the children are the novice. Vygotsky believed that children are born as blank slates and that they must learn the skills, values, and
behaviors of their culture. For example, children are taught to brush their teeth before bed and to wait patiently in line. Vygotsky believed that social
learning occurred within a zone of proximal development,... Show more content on Helpwriting.net ...
There are four attachment types in human infants. The first type is the secure type or Type B. These infants use their mothers as a secure base in
exploring their environment. They don't like being separated from their mothers. They will likely cry when their mothers are out of the room, and will
warmly greet their mother when they come back. The next type of attachment is insecure type or Type A. Type A infants are the exact opposite of Type
B infants. Type A infants pay little attention to their mothers when they are in the room, show little distress when their mothers leave the room, and
ignore their mothers when they return. The third type of infant attachment in Insecure–resistant type or Type C. These infants refuse to be separated
from their mothers and are reluctant to explore their environments (pg. 336). They will show a high level of distress when their mothers departed and
continue to show signs of distress when their mothers returned. The final type of infant attachment is disorganized/disoriented attachment or Type D.
These infants seemed to be confused and dazed when their mothers leave the room, but are unable to approach their mothers for comfort (pg.

Lev Vygotsky, A Russian Developmental Psychologist
Lev Vygotsky, a Russian developmental psychologist, was born in Orsha, Belarus on November 17, 1896. His primary education was provided at
home by his mother and he then entered public school for his secondary education and graduated at seventeen followed by attendance at the University
of Moscow. He originally chose medicine as his course of study, but switched to law. During this time he also studied humanities andpsychology at
Shanyavsky University.3 Upon graduating from college in 1917 he began to teach literature and philosophy as well as pursue his interest in the fine
arts. 1
Soon after Vygotsky graduated, the Russian Revolution occurred and Marxism took its hold on the region.4 Vygotsky was heavily influenced by the
Marxist cause ... Show more content on Helpwriting.net ...
This refers to the influence having more knowledge and ability with respect to concepts and skills.
Zone of Proximal Development – simply stated this is the expanse between the ability to independently solve a problem and perform the associated task
and the need to do so with guidance. Because of inherent limitations of learning without an external influence, this "zone" represents the learner's
potential. The key is to challenge the learner's ability with guidance, and gradually reduce the assistance as it becomes apparent that learning occurs.
Authentic Activities – the need to mimic real life situations and activities with learning.
Vygotsky's theory is considered to be a component of the Constructivism philosophy of education which states that humans learn from experience.7,8
With this philosophy learning is considered to be an active process in which the learner "builds" knowledge based on personal experiences and social
interactions.8 Several references emphasized the fact that Constructivism is not a pedagogy theory, and that the learner constructs knowledge through
the exposure to a variety of pedagogical approaches.8 This philosophy was also influenced by:
Jean Piaget who postulated learning occurs in four stages: 1) assimilation and accommodation with one's environment; 2) interaction with physical
environment that produces object classification;

Differences Between Piaget And Vygotsky

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