Both Piaget and Vygotsky devised working theories of cognitive development around the same time, and agreed children are actively involved in the construction of learning. Conversely, they both reached very different ideas on how cognitive growth and development occurs from babies to adolescents (O’Donnell, Dobozy, Bartlett, Nagel, & Youssef-Shalala, 2016, p. 115). Piaget’s constructivist approach focuses on the dynamic mental operations for development and states this is universal and happens in an invariant order related to maturation (Pollard & Pollard, 2014, p. 36). Whereas Vygotsky recognised the social-cultural context process of cognitive development, culturally children learn new skills and knowledge that is valued by the culture but do not develop skills that have no valued domains (O’Donnell et al., 2016, p. 124).
…show more content…
124). Whereas compared to Vygotsky’s view that learning is a cognitive apprenticeship this outlines the importance of children's experiences are guided by competent individuals that pass down skills to the less able (O’Donnell et al., 2016, p. 124). However, both of these experiences are valuable when supporting development as children have the opportunity to explore and investigate building on current schemes while also having an opportunity to learn from others with experience (McDevitt, Ormrod, Cupit, Chandler, & Aloa, 2013, p.
124). Whereas compared to Vygotsky’s view that learning is a cognitive apprenticeship this outlines the importance of children's experiences are guided by competent individuals that pass down skills to the less able (O’Donnell et al., 2016, p. 124). However, both of these experiences are valuable when supporting development as children have the opportunity to explore and investigate building on current schemes while also having an opportunity to learn from others with experience (McDevitt, Ormrod, Cupit, Chandler, & Aloa, 2013, p.