Piaget And Vygotsky: The Application Of The Three Goals Of Developmental Psychology

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For years Developmental Psychology has been studied by individuals trying to understand age related changes throughout a human life span. It is commonly accepted in the educational field that children must go through the process of learning to think and thinking to learn. The three goals of developmental psychology are to describe, explain, and to optimize development (Baltes, Reese, & Lipsitt 1980). This paper will examine the application of two major scholars’ theories, Jean Piaget and Lev Vygotsky. These two schools of thought will be discussed pertaining to the two video’s that were watched regarding two children in a classroom and teaching environment.

In today’s society it is widely accepted in the educational field that teachers, who
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Piaget believed that children go through a set of cognitive development changes whereas Vygotsky believed that cognitive development is continual.
Both individuals have contributed to education by offering research for the cognitive learning styles and abilities of children. Cognition refers to the inner processes and products of the mind that lead to “knowing”. It includes all mental activity – attending, remembering, symbolizing, categorizing, planning, reasoning, problem solving, creating and fantasizing (Berk, L.E., 2003). Piaget and Vygotsky differ on how they view cognitive development and both offer important views on how to teach certain material in a developmentally appropriate
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According to Jean Piaget (1952), children are born with a very basic mental structure (how all learning and knowledges are based). This basic mental structure is inherited through genetics and slowly evolves as the child develops, it is seen as an intellectual growth through a process of adapting to the world. Piaget was not interested in measuring how well children could spell, count or problem solve as a way to grade their Intelligence Quotient (IQ), he was much more interested in how the fundamental concepts

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