This document discusses key theorists in cognitive development, including Piaget, Vygotsky, and Bruner. It summarizes some of their main agreements and disagreements. Piaget believed that cognitive development occurs through self-discovery, while Vygotsky and Bruner emphasized the role of social and cultural influences. Specifically, Vygotsky believed that language acquisition shapes thought and problem-solving abilities. The document also compares Piaget and Vygotsky's views on topics like maturational readiness, the role of language in development, and implications for teaching practices.

1. Kingdom of Saudi Arabia
The Royal Commission at Yanbu
Yanbu University College
Yanbu Al-Sinaiyah x
Bruner, Piaget, Vygotsky

2. Bruner
Language reflects and enhances learning, together with
transforming knowledge and experiences. (Disagrees with
Piaget, agrees with Vygotsky.
Language learned in social interaction ultimately makes
thought and problem solving possible
Knowledge
imparted by MKO
Expanded Vygotsky’s views about scaffolding. (Disagrees
with Piaget, agrees with Vygotsky)
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3. Bruner
Agrees with Piaget


Humans are born with biological
system that enable them to make
sense of their environment.
Disagrees with Piaget


Individuals need to construct their
own understanding of the world.
(Discovery learning).p.14

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The ultimate goal of cognitive
development is logic (Piaget’s.)
For Bruner, there are three
modes necessary to adults
engaging in problem-solving
activities. enactive representation,
iconic mode and the symbolic
mode.
All these modes are necessary for
an adult engaged in problem
solving activities.
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4. Maturational Readiness
Maturational Readiness
According to Piaget
 Children learn a concept before they are ready.
 You cannot speed up development.
 Teaching a child a concept early prevents the child from discovering it
for themselves and thus limits understanding.

According to Vygotsky and Bruner
Yes, you can speed up cognitive development.
If language forms thought , then new concepts can enhance cognitive
process.(subjectivity)
Example on page 13: the teacher is talking about maturational
readiness.
**Read about Wood, Bruner and Ross (1976) study (p. 13) and link this
to how curriculum should be taught, learning styles and teaching.
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5. Applications of the Vygotsky’s Social Development
Theory on Teaching & Learning

ZPD: puts emphasis on effective instruction as key to the learning
process. “Instructions need to be targeted to the students’ Zone”.

Scaffolding: “Offer help when Ss is struggling. Withdraw when
succeeding”.

Students play an active role in learning. Children are seen as active
participants in their education

Roles of the teacher and student are therefore shifted,: a teacher
facilitates meaning construction in students.
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6. Applications of the Vygotsky’s Social Development
Theory on Teaching & Learning

Children are seen as active participants in their education

Teachers in Vygotsky’s classroom would favor guided participation in
which they:
–
–
–
–
–
structure the learning activity
provide helpful hints or instructions that are
carefully tailored to the child’s current abilities
monitor the learner’s progress
gradually turning over more of the mental activity to
their pupils
Promote cooperative learning exercises
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7. Differences between Piaget and Vygotsky
Source of cognitive development

Vygotsky emphasised the role of culture and experience.

Vygotsky believed that what drives cognitive development is
social interaction – a child’s experience with other people.
Culture shapes cognition.
Piaget believed that the most important source of cognition is the
children themselves. Piaget emphasised the role of an inbuilt (biological)
tendency to adapt to the environment, by a process of self-discovery and
play.
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8. Differences between Piaget and Vygotsky
Stage Theory

Piaget emphasised universal cognitive change.

Vygotsky’s theory can be applied to all ages (not a stage theory) and
emphasised individual development.
Discovery Learning (Education)

Piaget advocated for discovery learning with little teacher
intervention.

Vygotsky promoted guided discovery in the classroom with the help
of a MKO.
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9. Differences between Piaget and Vygotsky
Language and Thought

For Piaget, language is a product of cognitive development. In other
words, cognitive development determines language use .

Vygotsky believed that language develops from social interactions, for
communication purposes. Later language ability becomes internalised
as thought and “inner speech”. Thought is the result of language. In
other words, social interactions determines language use.
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10. Comparison of Vygotsky’s
and Piaget’s Theories
Vygotsky
Piaget
Sociocultural Context
• Strong emphasis
• Little emphasis
Constructivism
•Social constructivist
• Cognitive constructivist
• No general stages
• Strong emphasis on stages
• Zone of proximal
development, language,
dialogue, tools of the
culture
• Schemata, assimilation,
accommodation, operations,
conservation, classification,
Stages
Key processes
•It has a major role in
shaping thought
•It has a minimal role
•It has a central role
•It just defines existing skills
•Teacher is facilitator
and guide, not director
•Teacher is facilitator and
guide, not director
Role of language
View on education
Implications for
teacher
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