1. Piaget and Vygotsky were two influential theorists of cognitive development. Piaget focused on how children actively construct knowledge through their experiences, while Vygotsky emphasized the role of social and cultural influences. 2. Both theorists saw development as occurring in stages and believed that social interaction was important, but they differed on key issues like the role of language and culture. 3. Their work remains influential today and provides guidance for applying developmental theories, such as challenging children appropriately and facilitating social learning experiences.

1. Cognitive Development:Piaget and VygotskyRichard Poore

2. Piaget’s TheoryClinical MethodClass Inclusion

3. Key Ideas to Piaget’s TheoryChildren are active and motivated learnersChildren organize what they learn from their experiencesSchemesOperationsChildren adapt to their environment through:AssimilationAccommodation

4. Key Ideas to Piaget’s TheoryInteraction with the physical environment is critical for cognitive developmentInteraction with other people is equally criticalThe process of equilibration promotes increasingly complex forms of thoughtEquilibriumDisequilibriumChildren think in qualitatively different ways at different age levels

5. Piaget’s Stagesof Cognitive DevelopmentSensorimotor StageBirth through 2 yearsPreoperational2 through 6/7 yearsConcrete Operations6/7 through 11/12 yearsFormal Operations11/12 through adulthood

6. Sensorimotor StageTrial and ErrorGoal Directed BehaviorObject PermanenceSymbolic Thought

7. Preoperational StageRapid Linguistic AbilityVocabulary and SyntaxExtensive Pretend PlayIntuitive Thought

8. Concrete OperationsDistinctions BetweenOne’s own andOthers’ perspectivesClass InclusionConservation

9. Formal OperationsReasoning about abstracthypothetical,And contrary-to-factideasSeparation and control ofvariablesProportional ReasoningIdealism

10. Current Perspectives related toPiaget’s TheoryCapabilities of different age-groupsEffects of prior knowledge and experienceEffects of cultureDoes cognitive development occur in stages?Neo-Piagetian theories

11. Key Ideas inNeo-Piagetian TheoriesCognitive development is constrained by the maturation of information processing mechanisms in the brainWorking memoryChildren acquire new knowledge through both unintentional and intentional learning processes

12. Key Ideas inNeo-Piagetian TheoriesChildren acquire cognitive structures that affect their thinking in particular content domainsCentral Conceptual StructuresDevelopment in specific content domains can sometimes be characterized as a series of stages

13. Applying Piagetian IdeasProvide opportunities for children to experiment with physical objects and natural phenomenaExplore children’s reasoning with problem-solving tasks and probing questionsKeep Piaget’s stages in mind when interpreting children’s behavior and when planning activities, but don’t take the stages too literally.

14. Applying Piagetian IdeasPresent situations and ideas that children cannot easily explain using their existing knowledge and beliefsUse familiar content and tasks when asking children to reason in sophisticated waysPlan group activities in which young people share their beliefs and perspectives with one another

15. Vygotsky’sSociocultural TheoryFocused on tools – concepts, problem-solving strategies, etc – rather than physical objectsAdult assistance

16. Vygotsky’s Key IdeasSome cognitive processes are seen in a variety of species; others are unique to human beingsThrough both informal interactions and formal schooling, adults convey to children the ways in which their culture interprets the worldEvery culture passes along physical and cognitive tools that make daily living more effective and efficient

17. Vygotsky’s Key IdeasThought and language become increasingly interdependent in the first few years of lifeSelf-talkInner speachComplex mental processes begin as social activities and gradually evolve into internal mental activities that children can use independentlyInternalization

18. Vygotsky’s Key IdeasChildren acquire their culture’s tools in their own ideosyncratic mannerAppropriationChildren can perform more challenging tasks when assisted by more advanced and competent individualsChallenging tasks promote maximum cognitive growthZone of Proximal Development

19. Vygotsky’s Key IdeasPlay allows children to stretch themselves cognitivelySociodramatic play

20. Current Perspectives related toVygotsky’s TheorySocial construction of meaningMediated learning experienceScaffoldingParticipation in adult activitiesGuided participationAprenticeshipCognitive AprenticeshipAcquisition of teaching skills

21. Applying Vygotsky’s IdeasHelp children acquire the basic cognitive tools of various activities and academic disciplinesUse group learning activities to help children internalize cognitive strategiesReciprocal teachingPresent challenging tasks, and provide sufficient scaffolding to enable children to accomplish them successfully

22. Applying Vygotsky’s IdeasAssess children’s abilities under a variety of work conditionsProvide opportunities to engage in authentic activitiesGive children the chance to play

23. Piaget and VygotskyCommon ThemesConstructive processes in learningConstructivism, social and individualReadinessChallengeImportance of social interaction

24. Piaget vs. VygotskyTheoretical DifferencesHow essential is language for cognitive development?What kinds of experiences promote development?What social interactions are most valuable?How influential is culture?