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Similarities & differences between Piaget & Vygotsky theories

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Child actively organises cognitive schemas to maintain equilibrium.

Child is active in providing feedback to the parent/instructor

Source of cognition

children themselves

social environment could help the child's cognitive development

Child’s role

independent

Dependent on social interaction

Cognitive development

universal cognitive change

highly variable development , depending on the child's cultural experiences to the environment.

theory

Natural line of development

Cultural line of development

Period of development & basic concerns:

Infancy(0-2 yrs)

Sensorimotor stage

affiliation

Early childhood(2-7yrs)

Preoperational stage

play

Middle childhood(7-11yrs)

Concrete operational stage

learning

Adolescence(12-19yrs)

Formal operational stage

peer

adulthood

Formal operational stage

work

Differences in terms of private speech:

egocentric speech not useful Inner speech- helps to problem solve and with cognitive development

Developmental Significance

Lack of ability

External thinking

Course of Development

Declines with age

Increases in youth, then declines

Relationship to Social Speech

Negative; immature

Positive; social stimulated

Relationship to Environmental Context

Piaget did not comment

Increases with task difficulty

The Theory:

contents

Nature Or Nurture

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Intellectual Development Continuous Interaction With Environment

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Intelligence

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Adaptation

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Assimilation

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Accommodation

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Schema

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Equilibrium

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Disequilibrium

---

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Development As Social Process

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How Reasoning Understanding, Planning Remembering Arise Out Of Child Social Experiences

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Zone Of Proximal Development

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Guided Participation

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Collaborative Learning

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Task Performance With Assistance What Is Good Assistance

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Scaffolding

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Strategies & Levels Of Problem Solving

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Adult Child Relationship

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Peer Tutors

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Role Of Peers

Learning as product of

individualist society.

power of the community

child

introvert

extrovert

Basic focus

cognition

cognition

Complex interactionist character of development

Everyone is different.

Everyone is different.

Basic source of learning

Child himself

Zone of proximal development

Child learning process

independent

dependent

Role of child

scientist

Apprentice

Development

Same or universal

Variable due to cultural differences

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