Similarities & differences between Piaget & Vygotsky theories

PAYAM MOGHADAMFAR	Child actively organises cognitive schemas to maintain equilibrium.	Child is active in providing feedback to the parent/instructor
Source of cognition	children themselves	social environment could help the child's cognitive development
Child’s role	independent	Dependent on social interaction
Cognitive development	universal cognitive change	highly variable development , depending on the child's cultural experiences to the environment.
theory	Natural line of development	Cultural line of development
Period of development & basic concerns:
Infancy(0-2 yrs)	Sensorimotor stage	affiliation
Early childhood(2-7yrs)	Preoperational stage	play
Middle childhood(7-11yrs)	Concrete operational stage	learning
Adolescence(12-19yrs)	Formal operational stage	peer
adulthood	Formal operational stage	work
Differences in terms of private speech:	egocentric speech not useful	Inner speech- helps to problem solve and with cognitive development
Developmental Significance	Lack of ability	External thinking
Course of Development	Declines with age	Increases in youth, then declines
Relationship to Social Speech	Negative; immature	Positive; social stimulated
Relationship to Environmental Context	Piaget did not comment	Increases with task difficulty
The Theory: contents
	Nature Or Nurture	---
	Intellectual Development Continuous Interaction With Environment	---
	Intelligence	---
	Adaptation	---
	Assimilation	---
	Accommodation	---
	Schema	---
	Equilibrium	---
	Disequilibrium	---
	---	Development As Social Process
	---	How Reasoning Understanding, Planning Remembering Arise Out Of Child Social Experiences
	---
	---	Zone Of Proximal Development
	---	Guided Participation
	---	Collaborative Learning
	---	Task Performance With Assistance What Is Good Assistance
	---	Scaffolding
	---	Strategies & Levels Of Problem Solving
	---	Adult Child Relationship
	---	Peer Tutors
	---	Role Of Peers
Learning is a product of	individualist society.	power of the community
child is an	introvert	extrovert
Basic focus is	cognition	cognition
Complex interactionist character of development	Everyone is different.	Everyone is different.
Basic source of learning is	Child himself	Zone of proximal development
Child learning process	independent	dependent
Role of child	scientist	Apprentice
Development	Same or universal	Variable due to cultural differences

See also

• Developmental psychology