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 Vygotsky Richard Poore

2. Piaget’s Theory Clinical Method Class Inclusion

3. Key Ideas to Piaget’s Theory Children are active and motivated learners Children organize what they learn from their experiences Schemes Operations Children adapt to their environment through: Assimilation Accommodation

4. Key Ideas to Piaget’s Theory Interaction with the physical environment is critical for cognitive development Interaction with other people is equally critical The process of equilibration promotes increasingly complex forms of thought Equilibrium Disequilibrium Children think in qualitatively different ways at different age levels

5. Piaget’s Stagesof Cognitive Development Sensorimotor Stage Birth through 2 years Preoperational 2 through 6/7 years Concrete Operations 6/7 through 11/12 years Formal Operations 11/12 through adulthood

6. Sensorimotor Stage Trial and Error Goal Directed Behavior Object Permanence Symbolic Thought

7. Preoperational Stage Rapid Linguistic Ability Vocabulary and Syntax Extensive Pretend Play Intuitive Thought

8. Concrete Operations Distinctions Between One’s own and Others’ perspectives Class Inclusion Conservation

9. Formal Operations Reasoning about abstract hypothetical, And contrary-to-fact ideas Separation and control of variables Proportional Reasoning Idealism

10. Current Perspectives related toPiaget’s Theory Capabilities of different age-groups Effects of prior knowledge and experience Effects of culture Does cognitive development occur in stages? Neo-Piagetian theories

11. Key Ideas inNeo-Piagetian Theories Cognitive development is constrained by the maturation of information processing mechanisms in the brain Working memory Children acquire new knowledge through both unintentional and intentional learning processes

12. Key Ideas inNeo-Piagetian Theories Children acquire cognitive structures that affect their thinking in particular content domains Central Conceptual Structures Development in specific content domains can sometimes be characterized as a series of stages

13. Applying Piagetian Ideas Provide opportunities for children to experiment with physical objects and natural phenomena Explore children’s reasoning with problem-solving tasks and probing questions Keep 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 Ideas Present situations and ideas that children cannot easily explain using their existing knowledge and beliefs Use familiar content and tasks when asking children to reason in sophisticated ways Plan group activities in which young people share their beliefs and perspectives with one another

15. Vygotsky’sSociocultural Theory Focused on tools – concepts, problem-solving strategies, etc – rather than physical objects Adult assistance

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

17. Vygotsky’s Key Ideas Thought and language become increasingly interdependent in the first few years of life Self-talk Inner speach Complex mental processes begin as social activities and gradually evolve into internal mental activities that children can use independently Internalization

18. Vygotsky’s Key Ideas Children acquire their culture’s tools in their own ideosyncratic manner Appropriation Children can perform more challenging tasks when assisted by more advanced and competent individuals Challenging tasks promote maximum cognitive growth Zone of Proximal Development

19. Vygotsky’s Key Ideas Play allows children to stretch themselves cognitively Sociodramatic play

20. Current Perspectives related toVygotsky’s Theory Social construction of meaning Mediated learning experience Scaffolding Participation in adult activities Guided participation Aprenticeship Cognitive Aprenticeship Acquisition of teaching skills

21. Applying Vygotsky’s Ideas Help children acquire the basic cognitive tools of various activities and academic disciplines Use group learning activities to help children internalize cognitive strategies Reciprocal teaching Present challenging tasks, and provide sufficient scaffolding to enable children to accomplish them successfully

22. Applying Vygotsky’s Ideas Assess children’s abilities under a variety of work conditions Provide opportunities to engage in authentic activities Give children the chance to play

23. Piaget and VygotskyCommon Themes Constructive processes in learning Constructivism, social and individual Readiness Challenge Importance of social interaction

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