Comparison_Between_Vygotsky_And_Piaget

Comparison Between Vygotsky And Piaget In this paper, I will discuss the similarities and differences between the two theoretical frameworks of Vygotsky and Piaget. Although I will show how both theories are similar in nature, I will also explain the few differences. I will begin this process by briefly outlining Vygotsky’s sociocultural theory, then explaining Piaget’s Cognitive theory and finally comparing the two. Before the conclusion of my paper, I will illustrate examples of how a Piagetian and Vygotskian teacher might teach children. Vygotsky’s theory basically suggests that the child’s development depends on interaction with people and the tools that culture provides. One major characteristic of Vygotsky’s theory is that social interaction could greatly benefit the child’s cognitive development. The social environment, in which the child interacts, helps the child to culturally adapt to new situations. Many of the child’s cognitive skills evolve from social interactions with parents, teachers, and other more competent peers. Vygotsky insisted that a child’s cognitive growth occurs when he/she is challenged within the “zone of proximal development”. In this concept, through the use of language, children can master concepts with an adult or more advanced peer that they do not understand on their children, child, teacher, development, piaget, through, vygotsky, interaction, cognitive, social, child’s, new, knowledge, lesson, believed, groups, culture, support, language, differences, working, vygotsky’s, vygotskian, tools, stages, role, prior, patterns, might, independently, guide, each, concepts, thinking, theory