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<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span lang="EN-GB" style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold">What drives development…?</span><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt"> </span></p> |
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<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span lang="EN-GB" style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold">What drives development…your mom?</span><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt"> </span></p> |
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<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">Maturation , conflict </span></p> |
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<p style="text-align: justify; line-height: 200%; margin: 0in 0in 0pt"><span style="line-height: 200%; font-family: 'Times New Roman', 'serif'; font-size: 12pt">Maturation , conflict </span></p> |
Differences & Similarities Between the Theories of Piaget & Vygotsky.
Introduction
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s.no
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Similarities
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Jean Piaget
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Lev Vygotsky
|
|
1.
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Learning is…
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solitary
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social
|
|
2.
|
What drives development…your mom?
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Maturation , conflict
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Enjoyment from others, motivates more learning.
|
|
3.
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Role of language…
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Thought drives language
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Language drives thought
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|
4.
|
Role of biology…
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Maturation dictates pace of cognitive development
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Elementary functions are innate.
|
|
5.
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Child is active…......
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Child actively organises cognitive schemas to maintain equilibrium.
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Child is active in providing feedback to the parent/instructor
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|
6.
|
source of cognition
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children themselves
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social environment could help the child's cognitive development
|
|
7.
|
Child’s role
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independent
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Dependent on social interaction
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|
8.
|
Cognitive development
|
universal cognitive change
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highly variable development , depending on the child's cultural experiences to the environment.
|
|
9.
|
theory
|
Natural line of development
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Cultural line of development
|
|
10.
|
Period of development & basic concerns:
|
|
|
|
11.
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Infancy(0-2 yrs)
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Sensorimotor stage
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affiliation
|
|
12.
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Early childhood(2-7yrs)
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Preoperational stage
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play
|
|
13.
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Middle childhood(7-11yrs)
|
Concrete operational stage
|
learning
|
|
14.
|
Adolescence(12-19yrs)
|
Formal operational stage
|
peer
|
|
15.
|
adulthood
|
Formal operational stage
|
work
|
|
16.
|
Differences in terms of private speech:
|
|
|
|
17.
|
Developmental Significance
|
Lack of ability
|
External thinking
|
|
18.
|
Course of Development
|
Declines with age
|
Increases in youth, then declines
|
|
19.
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Relationship to Social Speech
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Negative; immature
|
Positive; social stimulated
|
|
20.
|
Relationship to Environmental Context
|
Piaget did not comment
|
Increases with task difficulty
|
|
21.
|
The Theory:
contents
|
|
|
|
22.
|
|
Nature Or Nurture
|
---
|
|
23.
|
|
Intellectual Development Continuous Interaction With Environment
|
---
|
|
24.
|
|
Intelligence
|
---
|
|
25.
|
|
Adaptation
|
---
|
|
26.
|
|
Assimilation
|
---
|
|
27.
|
|
Accommodation
|
---
|
|
28.
|
|
Schema
|
---
|
|
29.
|
|
Equilibrium
|
---
|
|
30.
|
|
Disequilibrium
|
---
|
|
31.
|
|
---
|
Development As Social Process
|
|
32.
|
|
---
|
How Reasoning Understanding, Planning Remembering Arise Out Of Child Social Experiences
|
|
33.
|
|
---
|
|
|
34.
|
|
---
|
Zone Of Proximal Development
|
|
35.
|
|
---
|
Guided Participation
|
|
36.
|
|
---
|
Collaborative Learning
|
|
37.
|
|
---
|
Task Performance With Assistance What Is Good Assistance
|
|
38.
|
|
---
|
Scaffolding
|
|
39.
|
|
---
|
Strategies & Levels Of Problem Solving
|
|
40.
|
|
---
|
Adult Child Relationship
|
|
41.
|
|
---
|
Peer Tutors
|
|
42.
|
|
---
|
Role Of Peers
|
|
43.
|
Learning as product of
|
individualist society.
|
power of the community
|
|
44.
|
child
|
introvert
|
extrovert
|
|
45.
|
Basic focus
|
cognition
|
cognition
|
|
46.
|
Complex interactionist character of development
|
Everyone is different.
|
Everyone is different.
|
|
47.
|
Basic source of learning
|
Child himself
|
Zone of proximal development
|
|
48.
|
Child learning process
|
independent
|
dependent
|
|
49.
|
Role of child
|
scientist
|
Apperentice
|
|
50.
|
Development
|
Same or universal
|
Variable due to cultural differences
|
See also
