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Difference Between Piaget and Vygotsky

Piaget and Vygotsky's theories share similarities in acknowledging children's cognitive limits, supporting child-centered approaches, and valuing peer learning, while differing in their views on the role of language, private speech, and cultural influences in development. Piaget emphasizes independent cognitive development through discovery, whereas Vygotsky highlights the importance of social interactions and cultural context. Educational implications of Vygotsky's theory include understanding environmental factors, cultural norms, and the use of scaffolding to enhance learning.

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31 views6 pages

Difference Between Piaget and Vygotsky

Piaget and Vygotsky's theories share similarities in acknowledging children's cognitive limits, supporting child-centered approaches, and valuing peer learning, while differing in their views on the role of language, private speech, and cultural influences in development. Piaget emphasizes independent cognitive development through discovery, whereas Vygotsky highlights the importance of social interactions and cultural context. Educational implications of Vygotsky's theory include understanding environmental factors, cultural norms, and the use of scaffolding to enhance learning.

Uploaded by

malaikag144
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Similarities between Piaget and

Vygotsky
Piaget's and Vygotsky's theories aren't necessarily opposites. While
they emphasize different influences on development, they both
acknowledge the cognitive limits of a child and support similar
educational interventions.

Similarities between Piaget and Vygotsky:


Cognitive limits
Both theories also recognize the cognitive limits of children. Piaget
proposed the concept of readiness; children should not be forced to
memorize concepts which are beyond their cognitive reach,
considering the stage they are at. Vygotsky's concept of the Zone of
Proximal Development also considers a child's limitations as the zone
is finite, and guidance can only help to extend children's abilities to a
certain extent.

Similarities between Piaget and Vygotsky: Child-


centered approaches
A child-centered approach to learning is supported by both
psychologists. According to Piaget, child-centered learning should
focus on matching the child with tasks at an appropriate difficulty
level. Tasks should challenge children's schemas while considering
their readiness so they can expand their abilities through experience.

Vygotsky's view of child-centered learning focuses on the collaboration


with a tutor and the ability of a tutor to provide a child with appropriate
scaffolding.

Similarities between Piaget and Vygotsky: Peer


learning
Both theories also see peer learning as beneficial. According to Piaget,
interaction with peers is important for development because the
knowledge of peers can challenge the existing schemas of children. A
similar idea was put forward by Vygotsky, who argued that more
advanced peers could provide children with guidance to help them
reach new abilities in their ZPD.

Piaget and Vygotsky constructivism


Both the theory of Piaget and Vygotsky can be considered
constructivist. Constructivism is the view that knowledge and meaning
are created rather than existing objectively. According to Piaget's
theory of cognitive development, knowledge in the form of schemas is
constructed independently by the learner through the means of
discovery. They are then expanded on through assimilation and
accommodation.
While Vygotsky argues that knowledge is socially constructed through
social interactions within the culture.

Difference between Piaget and


Vygotsky
Some of the notable differences between the theories include their
perspectives on language development, private speech and cultural
influences.

Difference between Piaget and Vygotsky: The


role of language
Piaget's theory puts a greater emphasis on thoughts and schemas in
development than on language. Piaget proposes that language is
limited to the child's stage of development and reflects rather than
influences schemas.

Vygotsky views language as an important tool, in contrast to Piaget's


theory, where development occurs through discovering the
environment; here, social interaction is central. Language is an
important cultural tool, which is first used by the More Knowledgeable
Other to support the child and later develops into inner speech, which
influences the way children think, allowing them to guide themselves
when problem-solving and self-regulate their behaviour. As thought
and language merge, language can influence how children understand
the world.

Difference between Piaget and Vygotsky: Private


speech
Private speech is not considered to be significant for children's
development in Piaget's theory. It is thought to reflect the child's
egocentrism and lack of ability to take on the perspective of another
person until it is replaced by reciprocal social speech.

Vygotsky views private speech as a step in developing verbal thoughts


or inner speech. Children start with voicing their thoughts out loud until
they can think using language; private speech is therefore considered
to be an important developmental step.

Difference between Piaget and Vygotsky: The


role of Culture
Piaget's stages of cognitive development were proposed to be
universal across genders and cultures. Therefore, Piaget's theory views
cognitive development as universal and independent of cultural
influences.

In contrast, according to Vygotsky, cognitive development is greatly


influenced by culture. Children learn cultural tools like values,
language and symbols associated with the culture, which later shape
how they understand the world.
How adults interact with children and the amount of scaffolding they
provide will also differ across cultures resulting in cross-cultural
differences in children's development.

Educational Implications of Vygotsky Sociocultural Theory

Understand the environmental factors

In educational settings, the teacher does the teaching after understanding the environmental factor of
the child. Positive and cooperative factors lead to the fast development of children. And parents also
try to provide a positive environment for the child.

2. Understand the cultural norms


To make teaching effective, it is very important for the teacher to understand cultural norms. And
children are taught according to the culture.

3. Focus on child-centered learning

Vygotsky is more stressed about child-centered learning. Because children should be taught
according to his/her interest. And the children remain more active in the learning process.

4. Learning with guidance

According to ZPD (of Proximal Development), with the help of guidance, a child’s learning power is
strengthened. When the child needs help, only then he is helped in learning.

Example of ZPD

5. Identify and predict children’s behavior

This theory helps to understand children’s behavior. Teaching can be done only by predicting the
behavior of children. It is very important to measure the children’s behavior.

6. The teacher used scaffolding

Teachers can increase a child’s learning ability by using scaffolding. Teaching is made better with the
help of scaffolding.

Scaffolding

7. Social constructivism
Children learn with the help of social constructivism. So, children should learn through group
activities. And children also learn a lot from society. Children live in groups of friends. And they learn
a lot from their group.

8. Teacher as facilitator

A teacher can make teaching effective by acting as a facilitator. Help children when they need
guidance.

9. Collaborative learning

Teachers can make teaching very effective through collaborative learning. And, children get to learn
from each other. Vygotsky prioritizes collaborative learning.

10. Reciprocal teaching

It is an instructional activity. In this activity, teachers learn from children and children learn from
teachers.

Other Educational Implications

o Establish social relationship


o Develop cooperative behavior
o Adjustment in social environmental conditions
o Understand the social rules and roles conditions

o Cognitive apprenticeship

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