Differences & Similarities Between the Theories of Piaget & Vygotsky.
Introduction
s.no |
Similarities |
Jean Piaget |
Lev Vygotsky |
|
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child development…? |
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: |
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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: |
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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 |
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22. |
Nature Or Nurture |
--- | |
23. |
Intellectual Development Continuous Interaction With Environment |
--- | |
24. |
Intelligence |
--- | |
25. |
Adaptation |
--- | |
26. |
--- | ||
27. |
--- | ||
28. |
Schema |
--- | |
29. |
Equilibrium |
--- | |
30. |
Disequilibrium |
--- | |
31. |
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Development As Social Process | |
32. |
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How Reasoning Understanding, Planning Remembering Arise Out Of Child Social Experiences | |
33. |
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34. |
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Zone Of Proximal Development | |
35. |
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Guided Participation | |
36. |
--- |
Collaborative Learning | |
37. |
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Task Performance With Assistance What Is Good Assistance | |
38. |
--- |
Scaffolding | |
39. |
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Strategies & Levels Of Problem Solving | |
40. |
--- |
Adult Child Relationship | |
41. |
--- |
Peer Tutors | |
42. |
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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 |
|
48. |
Child learning process |
independent |
dependent |
49. |
Role of child |
scientist |
Apprentice |
50. |
Development |
Same or universal |
Variable due to cultural differences |