The third Piagetian stage is the concrete operational stage, which lasts from approximately 7 to 11 years of age. During this stage, children can perform operations, and logical reasoning replaces intuitive thought (Santrock et al., 2008). At this stage, problems with reversibility and conservation just cease to be problems. The child also obtains classification skills; can divide things into sets and subsets; and reason about their interrelation (Santrock et al., 2008). In this stage, children are able to solve problems rationally, but are typically not able to think abstractly. Lastly, the fourth Piagetian stage is the formal operational stage, which appears between the ages of 11 and 15. In this stage, individuals move beyond concrete experiences
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In comparison to the Freudian view, Piaget shares the similar claims for a stage-like development. Both of the theories suggests that each stage has different challenges in the developmental processes and are built upon the success of each other (Santrock et al., 2008). Freud’s analysis is based on psychosexual stages and in the expressions of aggression; whereas, Piaget believed that children construct their own knowledge in response to their experiences. Another psychoanalytic theorist named Erikson, proposed that we develop in psychosocial stages with the motivation based on social and reflected desire to affiliate with other people (Santrock et al., 2008). Piaget shares Erikson’s optimism that development is essentially a growing and rectifying process (Maier, 1978). From their respective concerns, Piaget and Erikson search for a different truth. Maier (1978) suggests, “Piaget strives to establish a universal system of cognitive development that is consistent with the collective intellectual development of human beings anywhere, in which individual differences and cultural variations are of less interest to him than the search for the universal in the human species” (p. 167). In contrast, “Erickson endeavors to understand each individual for his or her uniquely complex situation in life, and in particular for his or her emotional development and ultimately …show more content…
However, Vygotsky gave social interaction and culture far more important role in cognitive development than Piaget did (Santrock et al., 2008). Another major difference found in Vygotsky’s socio-cultural cognitive theory is that it does not offer stages. Besides, the Piaget’s theory of teaching is that children need support to explore their world and discover knowledge. On the other hand, Vygotsky’s theory is that students need many opportunities to learn with the teacher and more-skilled peers (Santrock et al., 2008). In both Piaget’s and Vygotsky’s theories, teachers support as facilitators and guides, rather than directors of
In comparison to the Freudian view, Piaget shares the similar claims for a stage-like development. Both of the theories suggests that each stage has different challenges in the developmental processes and are built upon the success of each other (Santrock et al., 2008). Freud’s analysis is based on psychosexual stages and in the expressions of aggression; whereas, Piaget believed that children construct their own knowledge in response to their experiences. Another psychoanalytic theorist named Erikson, proposed that we develop in psychosocial stages with the motivation based on social and reflected desire to affiliate with other people (Santrock et al., 2008). Piaget shares Erikson’s optimism that development is essentially a growing and rectifying process (Maier, 1978). From their respective concerns, Piaget and Erikson search for a different truth. Maier (1978) suggests, “Piaget strives to establish a universal system of cognitive development that is consistent with the collective intellectual development of human beings anywhere, in which individual differences and cultural variations are of less interest to him than the search for the universal in the human species” (p. 167). In contrast, “Erickson endeavors to understand each individual for his or her uniquely complex situation in life, and in particular for his or her emotional development and ultimately …show more content…
However, Vygotsky gave social interaction and culture far more important role in cognitive development than Piaget did (Santrock et al., 2008). Another major difference found in Vygotsky’s socio-cultural cognitive theory is that it does not offer stages. Besides, the Piaget’s theory of teaching is that children need support to explore their world and discover knowledge. On the other hand, Vygotsky’s theory is that students need many opportunities to learn with the teacher and more-skilled peers (Santrock et al., 2008). In both Piaget’s and Vygotsky’s theories, teachers support as facilitators and guides, rather than directors of