Vygotsky's Theory Of Cognitive Development

Vygotsky placed a great deal of importance on the position played by culture in an infant’s development. He accepted that infants were born with established mental abilities like the capacity to focus on specific items. However, according to his theory, infants don 't have the capacity to do thing such as problem solving. Infants are able to learn through guided learning from more intelligent people. One of the key ideas of Vygotsky 's theory is the zone of proximal development. This is the difference between what a child can achieve when working by themselves and what the same child can achieve when given assistance from someone with the necessary knowledge. Another idea of how children learn is by the idea of scaffolding. This was suggested …show more content…
Piaget believed that cognitive development consists of four main stages; sensor motor, pre-operational, concrete-operational and formal-operational, these stages finish when adulthood is reached. Piaget 's theory suggests that development has an endpoint. There are two points to consider when examining these stages; firstly there is the validity of the ages put to them along with the fact that maybe not every person would indeed reach the formal-operational stage. Secondly, this would suggest that we did not continue to develop through adulthood, but as human beings do we not evolve and change constantly whether it is physically or …show more content…
Piaget saw morality as a structure of rules, which governs communication between people. The methods of examination he used to develop his theories were, he looked at the way children in forced the rules in their games. He used games to study the development of children’s moral development as he thought that by studying rules in the situation of a game, he could study the child’s spontaneous more directly.
Piaget recognised phrases of moral development. His theories of the way children think and their moral interpretation goes through a series of phrases, as they are acclimating to the world, these are also known as the procedures of accommodation and assimilation. He concluded that as children’s interpretation about the world changes when they grow older and gain more experience, so does their interpretation about morality. Their competence to think about the world in more complicated ways is what causes them to move on from one phrase to the next. Piaget believed that children do not comprehend much about morality until they are about three years of