Piaget believed that children learn on their own through interacting with objects, progressing through stages of cognitive development. Vygotsky emphasized the social environment and role of language, introducing the zone of proximal development which refers to a child's potential to learn with adult assistance. Bruner expanded on Vygotsky, agreeing that language is key to growth and that scaffolding from teachers and parents guides learning. While Piaget saw children learning individually, Vygotsky and Bruner highlighted the importance of social and cultural influences on a child's development.

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Practice II, Didactics of ELT and Practicum Primary School level. Adjunto
Regular a/c Prof. Estela Braun (2019).
Full Name/s: Lucia Bustamante Meza, Solange Cortese, Angela Lopez,
Florencia Rubio, Melina Torres.
Practical number: 8 (eigth)
Topic:- Main ideas of Piaget, Vigotsky and Brunner.
Date: May 20th
The purpose of this essay is to contrast and compare different author’s views
about the way young children learn. Considering Jean Piaget’s cognitive theory,
young children learn alone, as sense maker, through interaction with objects
present in their environment. He claimed that development occurs through
assimilation which happens when action takes place without any change to the
child, i.e. he/she does something always in the same way, for example the baby
who eats with a spoon. Accommodation involves the child adjusting to features
of the environment, it means that the child not only creates a new scheme but
also has to change his/her brain function when learning something new, for
instance to eat with a fork. Finally, Piaget proposes stages of cognitive
development which are sensorimotor (0-2 years), preoperational (2-7 years),
concrete operational (7-12 years), formal operational (11-15 years).
On the other hand, Lev Vygotsky proposed a socio-cultural theory giving
importance to language and the influence of culture and adults as mediators on
learning. He introduced the Zone of Proximal Development (ZPD) which makes
reference to the potential or capacity that children can develop in learning process
with adult’s help. This process is closely related to scaffolding, the assistance that
teachers or peers provide when needed. Expanding Vygotsky’s theory, Jerome
Bruner, considered that language is the most important tool for cognitive growth

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and coincided with Vygotsky that scaffolding is tuned to the child’s needs and
adjusted as the child becomes more competent. Scaffolding takes place through
formats and routines, what you always do, for example the teacher writing the
date on the board, in this sense the role of teaching and parents is fundamental
for the children learning process.
In order to conclude, based on what was stated before, Vygotsky and Bruner’
theory differ from Piaget’s perspective. On one hand, Piaget focused on the idea
that children construct their own knowledge with objects in isolation. On the other
hand, Bruner and Vygotsky highlighted as crucial for the learning process the
social environment, language and culture.
BIBLIOGRAPHY:
Cameron, L. (2001). Teaching language to young learners. Cambridge
University Press. England.