Lev Vygotsky and Jean Piaget Learning Theories

Lev Vygotsky and Jean Piaget Learning Theories

Learning theories explain how knowledge is absorbed, processed as well as retained during the process of learning. Its gives a platform for comprehension of how individuals learn and a path in which learning can be analysed, described, explained and predicted. This paper will focus on two theory of learning based on cognitive paradigm, that is, Piaget’s theory of cognitive development and Vygotsky’s theory of sociocultural learning. The summary, similarities and differences that exist between these fundamental theories of learning.

Piaget’s theory of cognitive development is based on the cognitive paradigm of learning theory. Piaget’s theory deals with the nature of intelligence, that is how people acquire, develop and utilize knowledge (Meadows, 2017). According to Piaget, intelligence is different through various staged of development, and it’s based on the reorganization of mental processes that are brought about by biological maturation as well as environmental experience (Siegler, 2016). Piaget mentioned various concepts that influence how children learn and develop, and these include schemas, accommodation, assimilation and equilibration. Schema is an element of intelligence that assist in interpreting and understanding the world (Xu, 2019).

Assimilation is the procedure of acquiring new information into the existing schemas, while accommodation is part of adaptation involving changes to the existing schemas in light of the novel information (Xu, 2019). According to Piaget, equilibration is a mechanism in which children brings a balance between assimilation and accommodation. Through his observation of children, Piaget proposed stages of intellectual development which are; sensorimotor stage from birth to 2 years which is the earliest stage of cognitive development. the preoperational stage from 2 to 7 years is the foundation of language development, the concrete operational stage from 7 to 11 years children become more adept to logical thinking, and the last stage is the formal operational stage from 12 years and over which involve an increase in logical and deductive reasoning (Quinn, 2019).

Vygotsky’s theory of sociocultural interaction is one of the basics of constructivism. It puts forwards thee fundamental motifs concerning social interaction, the more knowledgeable other (MKO) as well as the zone of proximal development (ZPD) (Bodrova, 2006). Social interaction plays a major part in the course of cognitive development. Vygotsky held the thought that social learning will precede development stating that every concept in child’s cultural development occurs twice initially on a social level (interpsychological) and later on individual capacity (intrapsychological) ((Mahn & John-Steiner, 2012)). MKO is an individual with better comprehension or better ability capacity compared to the learner, with regard to a specific task, concept or process, this could be a teacher, coach or older person. ZPD is the gap existing between the ability of the student to undertake a task guided by MKO and the student’s capability of solving the task alone or independently. Based on Vygotsky, learning takes place in this zone. He focused on the connection between individuals and the sociocultural framework in which they act and relate in mutual experiences(Bodrova, 2006). Cultural tools such as speech and writing are used to navigate the social surroundings.

Both theories from Jean Piaget and Lev Vygotsky have been a fundamental contribution towards the explanation of knowledge acquisition. It is vital to note that these two psychologists start their argument from the same wide constructs which are based on constructivism as well as interactionism. For both of them, the variations that emanate from development are fundamentally qualitative with multifaceted factors of an active agent acting on their core to develop a specific form of their reality.

When one goes deeper in these theories there exist differences. Initially, they base their source of knowledge differently, and for Vygotsky, social interaction is imperative while Piaget focus is on individual action as the fundamental appeal (Quinn, 2019). Additionally, the contradiction developed by Vygotsky highlights a dualistic nature in approaching his theory based on opposing constructs such as maturation versus learning. Contrary to this Piagets viewpoint is monistic with the subject as the uniting point to this contrast (Lourenço, 2012). Another significant difference is shown in the path of development argued by both psychologists. For Piaget, development progress starts from internalism of the person and then progresses to the social concept of reality. For Vygotsky, it is the opposite, in that knowledge exist externally in a social way and then internalisation which forms the sociocultural perspective of the individual (Lourenço, 2012).

Generally, the two psychologists have made a huge contribution to developmental psychology, and both base their theories on constructivism and interactionism(Lourenço, 2012). The main variation that exists between them is that Piaget holds that self-discovery is vital, while Vygotsky holds the view that learning is done through teaching from more knowledgeable other. It is this crucial difference that makes Vygotsky theory more appealing(Lourenço, 2012). Self-discovery is a vital aspect of child development. However, it is highly influenced by the external sociocultural perspective, which initially informs the child’s acquisition of knowledge.

 

 

References

Bodrova, E. (2006). Key Concepts of Vygotsky’s Theory of Learning and Development. Journal Of Early Childhood Teacher Education, 18(2), 16-22. https://doi.org/10.1080/1090102970180205

Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances and a crucial difference. New Ideas In Psychology, 30(3), 281-295. https://doi.org/10.1016/j.newideapsych.2011.12.006

Mahn, H., & John-Steiner, V. (2012). Vygotsky and Sociocultural Approaches to Teaching and Learning. Handbook Of Psychology, Second Edition. https://doi.org/10.1002/9781118133880.hop207006

Meadows, S. (2017). An assessment of Piaget’s theory of cognitive development. Developing thinking (pp. 7-25). Routledge.

Quinn, H. (2019). Jean Piaget and Lev Vygotsky. IU South Bend Undergraduate Research Journal, 19, 71-91. (Quinn., .2019)

Siegler, R. S. (2016). Continuity and change in the field of cognitive development and in the perspectives of one cognitive developmentalist. Child Development Perspectives, 10(2), 128-133.

Xu, F. (2019). Towards a rational constructivist theory of cognitive development. Psychological review, 126(6), 841.