The way humans learn and develop their cognitive ability has been an area for study for several years. The brain of children develop in stages and is affected by several factors. The work of Piaget and Vygotsky issues a broader understanding of the mind, cognitive development, and learning, which help in informing the best teaching methods and practices (Galotti, 2016). Piaget and Vygotsky's theories of cognitive development seek to expand beliefs on how children develop and progress as they grow. Although the theories show some similarities and differences, they bring various opinions that add advantage to the theories and understanding of the growth and development of children. Piaget and Vygotsky share similarities and differences in their theories of cognitive development.
Jean Piaget's theory of childhood cognitive development examines how children construct a mental model based on the surrounding. Piaget argues that children have an already formed cognitive development, which is driven by their ability to adapt to new experiences. Piaget argues that learning and intelligence are impacted by external sources like the surrounding environment (Galotti, 2016). Piaget observed studies of diverse children, and through the use of the practical test, he measures their ability to spell, count and solve problems as a way of identifying their level of Intelligence Quotient (IQ). According to Piaget, the genetic structure of children act as the foundation of other things learned through environmental, social, and physical experiences ( Houdé, 2019) . Differently, Lev Vygotsky formed his theory of cognitive development based on constructivism. In his approach, Vygotsky posits that cognitive development in children is driven by social interaction and experiences (Galotti, 2016; Van Geert, 2017 ). Children from early age use social interaction and connection like communication skills, speaking to develop high thinking and cognitive skills. Vygotsky further explores his idea on the concept of More Knowledgeable Other (MKO), where an adult or teacher assists in shaping the thinking skills of children, and Zone of Proximal Development (ZPD) is the area where learning occurs ( McLeod, 2014) .
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Piaget and Vygotsky's theories shares similarities in their concept of cognitive development among children. A significant similarity is their view of learning, where both agree that learning is gradual for children, and as one gets old, information becomes complex, and development declines ( Quinn, 2019) . Another similarity is that cognitive development in children occurs through stages where each stage has distinct characteristics. The two theorists have a similar view of children's involvement in cognitive development. Both Piaget and Vygotsky agree that the development of children occurs since they are active learners. For development to occur, the child needs to organize new information with existing ones actively. Through active involvement in learning, children, children provide feedback to the teachers, reflecting high cognitive development ( Minick, 2017; Galotti, 2016 ) . Both Piaget and Vygotsky recognize the importance of nature and nurture during the process of learning and cognitive development. Although the similarities are not very clear, the two theories provide close ideas regarding children's ability to learn and cognitive development, which is sequential. Learning occurs through stages which progresses to the next stage as children grow.
Although Piaget and Vygotsky's common idea of a child's development, their concept and approach differ from each other. Piaget and Vygotsky's theories differ on the nature of learning and private speech. Piaget argues that active self-discovery and awareness is the primary process for learning in children. Differently, Vygotsky argues that teacher and mentor guidance is essential to boost the learning of children ( Quinn, 2019) . Another difference is on the application of private speech to guide the actions of children and aid in their thinking. While Pignet interprets private speech as immature and egocentric, Vygotsky supports private speech and see it as essential in child development. Private speech becomes internalized when children attain the age of nine years, where they can self-direct and regulate communication ( Minick, 2017) . Piaget argues that there is a specific time when children are ready to learn. Differently,, Vygotsky posits that there is no fixed time for children to start learning. They can learn at any point through the Zone of Proximal Development (ZPD) ( McLeod,2014) . Lastly, Piaget argues that language results from cognitive development, while Vygotsky believes that language is crucial to unlocking cognitive development in children.
Conclusively, Piaget, and Vygotsky's theories of cognitive development provide essential information that aids in the modern understanding of cognitive development. The two approaches apply the pedagogical method used in childhood learning to explain the stages of cognitive development. Both agree that learning goes through gradual changes, and it becomes complex as one grows. Also, they agree that children are active learners. The theories have a differing concept of learning and development. Based on Pignet, self-discovery and active learning are crucial development, whereas Vygotsky argues that teachers and mentors are essential to guide children through learning.
References
Galotti, K. (2016). Cognitive development: Infancy through adolescence (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc. • Read Chapter 1 - Introduction & Overview • Read Chapter 2 – Major Theories of Cog
Houdé, O. (2019). 3-system Theory of the Cognitive Brain: A Post-Piagetian Approach to Cognitive Development . Routledge.
McLeod, S. (2014). Lev Vygotsky. https://sites.google.com/site/pltlearningcontent/overview-theorists/lev-semyonovich-vygotsky
Minick, N. (2017). The development of Vygotsky's thought: an introduction to Thinking and Speech. An Introduction to Vygotsky (pp. 35-58). Routledge.
Quinn, H. (2019). Jean Piaget and Lev Vygotsky. IU South Bend Undergraduate Research Journal , 19 , 71-91.
Van Geert, P. (2017). Constructivist theories. The Cambridge encyclopedia of child development , 19-34.
