Similarities & differences between Piaget & Vygotsky theories
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Differences & Similarities Between the Theories of Piaget & Vygotsky.
Introduction
|
s.no |
Similarities |
Jean Piaget |
Lev Vygotsky |
|
1. |
Learning is… |
solitary |
social |
|
2. |
What drives development…your mom? |
Maturation , conflict |
Enjoyment from others, motivates more learning. |
|
3. |
Role of language… |
Thought drives language |
Language drives thought |
|
4. |
Role of biology… |
Maturation dictates pace of cognitive development |
Elementary functions are innate. |
|
5. |
Child is active…...... |
Child actively organises cognitive schemas to maintain equilibrium. |
Child is active in providing feedback to the parent/instructor |
|
6. |
source of cognition |
children themselves |
social environment could help the child's cognitive development |
|
7. |
Child’s role |
independent |
Dependent on social interaction |
|
8. |
Cognitive development |
universal cognitive change |
highly variable development , depending on the child's cultural experiences to the environment. |
|
9. |
theory |
Natural line of development |
Cultural line of development |
|
10. |
Period of development & basic concerns: | ||
|
11. |
Infancy(0-2 yrs) |
affiliation | |
|
12. |
Early childhood(2-7yrs) |
play | |
|
13. |
Middle childhood(7-11yrs) |
learning | |
|
14. |
Adolescence(12-19yrs) |
peer | |
|
15. |
adulthood |
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. |
Relationship to Social Speech |
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. |
--- | ||
|
27. |
--- | ||
|
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 |
