Piaget and Vygotsky were both influential developmental psychologists who studied how children learn and develop. While they agreed that children are active participants in their own learning, they differed on some key factors. Piaget focused on physical development and interactions, emphasizing assimilation and accommodation. Vygotsky emphasized social interactions and language, seeing learning as occurring through scaffolding within a child's zone of proximal development.

1. PIAGET &
VYGOTSKY
GROUP 11
KIM, NA-RI
KIM, MOON-JEONG
AN, JEONG-YOON
LEE, JAE-MIN
PYO, MIN-KYOUNG
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2. CONTENTS
- Comparison between PIAGET – VYGOTSKY
• Similarities
• Differences
 Key factors
 Strength & Weakness
 Types of Learning
 Strategies
 Role of Learner and Instructor
-Role Playing
• Summary
-conclusion
- Q&A
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3. SIMILARITIES
 Common focus on understanding children's functioning
 Children = Active stand in their own development
 The same periods of development are experienced
by each child, but at different levels
 Learn by exploring and testing their surroundings.
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4. DIFFERENCES
Piaget VS Vygotsky
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5. KEY FACTORS
PIAGET VYGOTSKY
Assimilation Accomodation Socio-cultural interaction
Language
Equilibration
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6. STRENGTH
piaget vygotsky
•The child’s spontaneity •Make passive student active
•Appropriate learning according to •Prompt many types of learning
child’s cognitive development
•Direct experience for raising •Use language as a learning tool
child’s comprehension
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7. WEAKNESS
piaget vygotsky
•Standardized stages •No exact guidelines
• No explanation after final • A lot of time and resources
stages required
•Overlooked social and cultural •Problems to examine individual
characteristics participation
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8. TYPES OF LEARNING
PIAGET VYGOTSKY
• Audio-visual aids • Anchored
instruction
• Digital multimedia
• Cognitive
apprenticeships
• Individualized
learning
• Problem-based
learning (PBL)
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9. STRATEGY
PIAGET VYGOTSKY
• Proper learning environment • Scaffolding
according to learners’ – Quiz
developmental stage(4)
– Hint
• Verbal activities
– Role play
• Experimentation with – Dialogue
physical object
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10. ROLE PLAY
KIM, NA-RI / STUDENT#1
KIM, MOON-JEONG / STUDENT#2
AN, JEONG-YOON / NARRATION
LEE, JAE-MIN / STUDENT#3
PYO, MIN-KYOUNG / TEACHER
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11. ROLE OF
LEARNERS
PIAGET VYGOTSKY
Participation in classes
individually. Collaborative participation
in classes
Discover and Construct
knowledge Interact and Construct
knowledge
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12. ROLE OF
INSTRUCTORS – Co-learner of
collaborative
•Consider the child’s present
cognitive level
learning
• Provide guidelines and stimulate •Consider student’s cultural
the students background
•Present materials and situations
that allow them to discover new •Give scaffolding to students
learning
•Design collaborative learning
• Make students participate in
active learning •Make students apply
information to real world
-Facilitator
of
knowledge.
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13. PIAGET
Today's my learner just graduated
kindergarten.
They are in a concrete operational stage.
so. how I’m gonna teach them? Hum..
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14. VYGOTSKY
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15. SUMMARY
PIAGET VYGOTSKY
Physical Social interaction
Educational
Tools Scaffolding
Developmental
Stage
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16. CONCLUSION
Key factor strategy implication
• Assimilation + • Proper • focus on the
accommodation instructing process of child
= equilibration according to ren’s thinking.(c
developmental ognitive constru
• Zone of stage ctivism)
Proximal
development • scaffolding • more advanced
learning than
current
level.(social
constructivism)
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