Brief summary of the theories of Piaget and Vygotsky
According to Lourenço (2012) Piaget and Vygotsky are the most influential developmental psychology theorists to have existed. They are described as the geniuses who contributed to the progress of modern development psychology. Their contributions impacted psychology development and education as a whole. So one may ask what they contributions in these two fields were and why their contribution influential in modern world thought is these geniuses are long gone.
Jean Piaget developed the theory of cognitive development to describe how a child constructs a mental model of the world. This theory was meant to prove that intelligence was not an inherited trait but rather he was of the view that it is developed through biological maturation and interaction with the environment. Piaget is a respected scientist because he is the first psychologist to make a systematic study of cognitive development. He presented a stage theory development, detailed observation studies of cognition in children and did a series of simple and ingenious tests to reveal different cognitive abilities.
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Before development of Piaget’s theory, there was a common believe that children were merely less competent thinkers than adults. Thought they may not make decisions like adults, Piaget proved that children have strikingly different ways of thinking as compared to adults. Piaget showed that children are born with basics mental structure and this is used for all subsequent learning and knowledge is based (Piaget, 2008). The theory focuses on adaptation of process that enable the transition from one stage to the other; equilibrium, assimilation and accommodation. The stages of cognitive development according to Piaget are Sensorimotor, preoperational, concrete operational a d formal operational. The Piaget's theory further looked at the schemas which are the building blocks of knowledge.
The theory by Lev Vygotsky states that social interaction plays a fundamental role in the process of cognitive development. Vygotsky differed from Piaget's observation that learning preceded development, in this context; he reported that “every function in the Childs cultural development appears twice; first, on the social level and later on the individual level, first between people, this is referred to as inter-psychology and then inside the child- in what is known as intra-psychology. Ideally this is what came to be considered as the social development theory and was published in the West in 1962, though it had been developed many years earlier y the Russian psychologist.
Vygotsky theory had some unique and remarkable features like the MKO and the ZPD. MKO is acronym for more knowledgeable other – this I anyone who has a better understanding or a higher ability level than the learner with respect to tasks, skills, processes and concepts. Ideally the MKO appears as the teacher, coach role model or simply an older adult from whom the other person learns from. The other aspect of the theory is the zone of proximal development (ZPD). This is described as the distance between student’s ability to perform a task under adult guidance or with peer collaboration and the student’s ability in solving the problem independently. The theory by Vygotsky reported that this is the zone in which learning occurs. Concisely, the theory prioritizes on the connections between people and the sociocultural context through which they act and interact in shared experiences (Lourenço, 2012).
Similarities between the theories of Piaget and Vygotsky
The major similarity between the two theories is that they were greatly used in modern day psychological development and education. Though the theories were developed in ancient times they continue to impact the two fields. The impact, according to Lourenco (2012) the two issues are too much present not t be noticed and much monumental to be grasped.
Moreover there is a similarity in the fact that he two theories consider that a developmental perspective is essential for an understanding of psychological phenomena and processes. These understanding can be used in everyday life to understand the application of psychology. For instance the Piaget’s mental operations, formal operations can be used to explain why people do some things that appear as symbolic operations. For instance some people tie knots on handkerchiefs to remember tasks and responsibility. Similarly, Vygotsky observed developmental approach of psychology as an essential addition of experimental psychology.
Lourenco (2012) reports that, Piaget and Vygotsky share a dialectical approach, reason being that psychological development involves a continuous interaction among distinct functions or processes. For Piaget's theory there is assimilation and accommodation while in Vygotsky theory there is internalization, as the process as functions progress the thinking psychology becomes more elaborate and complex. This confirms that development is not a merely an accumulation of changes but a complex dialectical process and is influenced by many factors.
The two theories are also similar in the sense that they lay emphasis on the importance of action in order to develop and utilize intelligence and other functions of consciousness. Piaget reported that when children decide to take action they can advance in intelligence. In this context, it is said “to know an object is to act on it’. From this action, the children can modify or manipulate an object. Similarly Vygotsky claimed “in the beginning was the deed. The word was not the beginning- action was their first; it is the end of development, crowning the deed” (Lourenço, 2012).
Differences in the theories of Piaget and Vygotsky
The Vygotsky theory differs from Piaget’s in the sense that the Vygotsky theory shows that the social interaction, use of tools and sigs leads the progress in social development. Piaget on the other hand, developed a theory in which individuals constructs his or her knowledge individually without interact with the teacher or peers. There was reliance of social tolls and signs in the Vygotsky theory while Piaget utilized solitariness in his theory.
The other difference is that the Piagetian theory is perceived to be an individualistic perspective while the Vygotsky theory is a collective development (Piaget, 2008).. This aspect of the two theories is debatable as some reject it whereas other authors tend to concur with this thought. Piaget stated that an individual would never achieve complete conservation and reversibility but he goes further saying that there are neither individuals as such or societies as such; but there are inter-individual relations. Vygotsky on the other hand was of the idea that “all higher functions originate as an actual relations between human individuals”.
What can be gained by a better understanding of the these theories
A better understanding of the theories by Piaget and Vygotsky can be used to explain how psychology can be applied in education and explaining children and adolescent development. Both theories state that activity is necessary to advance in learning. Through the activities mentions in the theories educators can plan on how students can adopt to learning and learning environments. Education gives opportunity to construction which gives way to instruction. In education system activity is more valued than passivity. Piaget claimed the subject’s activity is important in order to benefit by gaining education. Vygotsky allowed for an opportunity to learn from the teachers and peers through social interaction (Piaget, 2008).
Gaining understanding on the Piaget and Vygotsky theories allows appreciating these psychologists for their unique and their individual contribution to the modern psychology. Each theory served to supplement each other despite having some differences; they lead to considerable internal continuity. Lastly the theories implied commitment to conception of development, learning, schools and the society. They can therefore be used to understand the society in a netter way.
References
Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology , 30 (3), 281-295.
Piaget, J. (2008). Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories in classrooms.
