Abstract
Piaget and Vygotsky held varying views about cognitive development. According to Piaget, cognitive development comes through interaction with the environment and the integration of new knowledge into existing knowledge. Vygotsky’s theory emphasizes on the socio-cultural role in development, holding that speech is a key tool in development. Both of them agree that children continue to learn as they grow and also appreciate the role of both nature and nurture in development. The major difference between the theories of these two philosophers is that one held the view that self-discovery is critical, while the other believed that development comes through education; being taught by one who is more knowledgeable.
The environment that children are exposed to during their growth affects their social and emotional development. A violent environment can make children and adolescents have impaired social and emotional growth, or develop mental health concerns. These can negatively affect their ability to grow and develop their social and emotional skills. Impaired growth and development in children is associated with poor grades in school. To create a better understanding of the social and emotional development in school-going children and its importance in the child’s ability to perform well in the school setting, an extensive literature review was conducted, comparing and contrasting the cognitive theories of both Piaget and Vygotskys. The dynamic connection between children and their environments was captured using the developmental psychopathology model. The school environment is particularly explored to establish the role it plays in the provision of services that meet the needs of socially and emotionally challenged children and adolescents.
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References
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