Cognition development is a long time change in memory and thinking processes. There are various cognitive-developmental theories, notably, Piaget's, Vygotsky's child, and adolescent theories. Piaget's developmental theory suggests several distinct stages through which cognition is developed, starting from birth to the end of the teenage period. Piaget's theory incorporates key features in the sequential thinking patterns, including; similar order of happening, no skipping of any stage, every stage significantly influences the next step, and every higher stage includes the previous stage in itself.
Vygotsky's child developmental theory proposes that cognitive development is socially constructed and guided. Cognitive development involves culture as a mediator between the formation and development of particular abilities, for example, attention, learning, memory, and ability to solve problems. This theory employs specific cultural tools such as social artifacts that play a significant role in how children think and organize the world. The adolescent developmental stage happens when the physical changes occur at a higher rate, reflecting what is happening in the cognitive.
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These theories differ in several ways; for instance, Piaget's approach is based on the cognitive constructivism whereby children's knowledge is formed individually through universal stages. On the contrary, Vygotsky's theory is founded on social and cultural settings such that cognitive development is dependent on the cultural specific tools. Piaget's theory proposed that cognitive development pace is determined by the maturation level, whereas Vygotsky's theory believed that children possess innate elementary function when they are born. The two theories also varied in terms of the roles of the teachers, where Piaget postulated that they provide and facilitate the chance to discover the world while Vygotsky's theory suggested that promoted scaffolding. However, they also possess some similarities in that both theories support learning after cognitive development, and also they are in harmony with the acquisition of speech. I support Piaget's cognitive development theory since it is based on maturation, while Vygotsky's approach fails to address maturation ( Kapur, 2016 ). Hence, I would support Piaget's theory.
Reference
Kapur, M. (2016). Examining productive failure, productive success, unproductive failure, and unproductive success in learning. Educational Psychologist , 51 (2), 289-299.
