Topic Summary On Piagetian And Vygotskian Concept

Subject Name : Management

TOPIC SUMMARY ON PIAGETIAN AND VYGOTSKIAN CONCEPT

Cognitive development is referred to the human ability for the thought process that includes the concepts like remembering, grasping, resolving of the problem, decision-making, etc. from the childhood to the adulthood (Abrahamson, 2016). The concept of cognitive development is exclusively described by the theory or concept given by Jean Piaget and Lev Semionovich Vygotsky. Both the Piagetian and Vygotskian concept is primarily concerned regarding the ontogenetic relationships among the cognitive concept, languages, and social life (Daniels, 2016). Further, this study would describe in-depth idea about both of these concepts along with similarities, and dissimilarities.

Both the Piagetian and Vygotskian concept is basically based on the concept of constructivism. This is an approach that is based on teaching and learning of the new idea that leads to mental construction. However, both the Piagetian and Vygotskian concept differs in their basic theoretical idea. Piaget idea shows that intelligence is the result of the action. Moreover, this idea states that the learning process of the children is based on interaction with their surrounding and the learning process takes place after the development (Minick, 2017). In contrast to this idea, Vygotskian states that learning among the child occurs before the development process. The childrenaposs learning is greatly influenced by the history and the symbolism surrounded to them. On the other hand, Piaget did not value the input of the surrounding on the cognitive development of children. Moreover. Both of the concepts provide a distinct opinion regarding cognitive development. Piagetaposs theory divides the cognitive development of an individual based on four distinct phases while the Vygotskian idea describes no distinct stages of development (Eun, 2017).

Piaget divides the whole concept of cognitive development into four distinct stages. The first stage is called the sensorimotor stage which occurs between birth to two years. During this phase, the child basically learns the reflexes like rooting, sucking, etc. The second stage is called the Preoperational stage during which occurs between two to seven years (Raynaudo, 2017). During this time the children are conceptualised to be egocentric, that is, they believe that the others think what that does. Moreover, the development of oral, memory and the imagination develops. The third stage is called concept operational stage which is between the age of seven to eleven years. In this stage, there is a dramatic change in the thinking perspective of the children. Additionally, they tend to become less egocentric and develops a more logical concept. The fourth and final stage is referred to the formal operational stage, where the children develop the ability to master the abstract concept and develops the understanding through symbolism (Eun, 2017).
According to the concept of Vygotskian, the first facet of development is private speech which is internalised. The second phase of development regarding the zone of proximal development where the person grows in their level. Vygotskian also focused that maximum learning occurs at this phase. The final piece of the development is scaffolding which involves encouragement and assistance for the children to learn or master on any naive concept (Raynaudo, 2017).

Thus this study discussed various aspect of Piagetian and Vygotskian idea of cognitive development. The study also discussed various aspect of similarity and dissimilarity between both of these concepts.

References

Abrahamson, D., Shayan, S., Bakker, A., amp Van Der Schaaf, M. F. (2016). Exposing Piagets scheme Empirical evidence for the ontogenesis of coordination in learning a mathematical concept. Singapore International Society of the Learning Sciences.

Daniels, H. (2016). Vygotsky and pedagogy. Routledge.

Eun, B. (2017). The zone of proximal development as an overarching concept A framework for synthesizing Vygotskys theories. Educational Philosophy and Theory, 1-13.

Minick, N. (2017). The development of Vygotskyaposs thought an introduction to Thinking and Speech. In Introduction to Vygotsky (pp. 35-58). Routledge.

Raynaudo, G., amp Peralta, O. (2017). Conceptual change a glance from the theories of Piaget and Vygotsky. Liberabit, 1(23), 137-148.