The theories about cognitive development that were created and presented by Jean Piaget and Lev Vygotsky have long been regarded as great sources of information on how cognitive development occurs. It is through these theories that people’s understanding of how children develop, cognitively, in those formative years has been shaped. Each theory has its own unique take on what contributes, influences, and constructs cognitive development. Both theories offer an important insight, and should be held at an equal level of importance and relevance. They do share some similarities, but they largely differ from each other in a variety of ways. In order to understand where the similarities and differences lie, one must first examine the basics of each
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For instance, whereas Piaget believed that development occurred in specific stages and came to an end at a certain age, Vygotsky believed in a continuous and fluid growth that lasts from the time of birth until the time of death (Malone, n.d). Furthermore, Piaget's belief was the development occurred in the same way across the board for all children, regardless of social or cultural factors. Vygotsky's thoughts on this were on the complete opposite end of this idea; he believed that social and cultural aspects were critical in shaping a child's cognitive development (McLeod, 2014). Another difference between the theories was in how Piaget and Vygotsky viewed styles of growth. Piaget's theory focused on a more independent style of growth, with children being almost entirely responsible for their own growth. On the other hand, Vygotsky's theory centered around the idea of social contributions and assistance being of utmost importance to growth (McLeod, 2014). In discussing this difference, Blake and Pope state, "Vygotsky believed that if students were not improving academically, their instruction was inappropriate. This belief contradicts Piaget’s reasoning that the students may have “plateaued” in a specific developmental stage"(Blake & Pope, 2008). The types of learning were another area that they differed on; Piaget thought that an independent learning style was ideal, …show more content…
Without these theories, cognitive development could very well remain largely a mystery. These theories have also provided relevant and critical information that can be applied in the classroom environment, as understanding how one learns is important for understanding how they must be taught. The information gained from these theories is invaluable and has created an overall more comprehensive understanding of cognitive development in children and beyond. No one theory need be discounted or devalued just because of differences. Through the use of critical examination of both theories, one can see that each theory provides a unique viewpoint, and each one is valid and full of information. The differences that are present between these theories are strengths and, when viewed side-by-side, can provide an all-encompassing insight into cognitive development as a
For instance, whereas Piaget believed that development occurred in specific stages and came to an end at a certain age, Vygotsky believed in a continuous and fluid growth that lasts from the time of birth until the time of death (Malone, n.d). Furthermore, Piaget's belief was the development occurred in the same way across the board for all children, regardless of social or cultural factors. Vygotsky's thoughts on this were on the complete opposite end of this idea; he believed that social and cultural aspects were critical in shaping a child's cognitive development (McLeod, 2014). Another difference between the theories was in how Piaget and Vygotsky viewed styles of growth. Piaget's theory focused on a more independent style of growth, with children being almost entirely responsible for their own growth. On the other hand, Vygotsky's theory centered around the idea of social contributions and assistance being of utmost importance to growth (McLeod, 2014). In discussing this difference, Blake and Pope state, "Vygotsky believed that if students were not improving academically, their instruction was inappropriate. This belief contradicts Piaget’s reasoning that the students may have “plateaued” in a specific developmental stage"(Blake & Pope, 2008). The types of learning were another area that they differed on; Piaget thought that an independent learning style was ideal, …show more content…
Without these theories, cognitive development could very well remain largely a mystery. These theories have also provided relevant and critical information that can be applied in the classroom environment, as understanding how one learns is important for understanding how they must be taught. The information gained from these theories is invaluable and has created an overall more comprehensive understanding of cognitive development in children and beyond. No one theory need be discounted or devalued just because of differences. Through the use of critical examination of both theories, one can see that each theory provides a unique viewpoint, and each one is valid and full of information. The differences that are present between these theories are strengths and, when viewed side-by-side, can provide an all-encompassing insight into cognitive development as a