Cognitive Theories of Development: Piaget\'s

Cognitive Theories of Development:

Piaget's Theory:

Given that he was initially trained in biology and philosophy fields, Jean Piaget was mainly interested in the impact of biological influences on cognitive development (Huitt & Hummel, 2003). As a result of his extensive work in this field, he is regarded as one of the most important researchers in developmental psychology. In his theory of cognitive development, Piaget suggests that human beings cannot obtain information that they immediately use and understand. Therefore, human beings develop their own knowledge through experiences which enable them to build mental models in their minds.

During his work in Paris, Piaget noticed that the answer of younger children were qualitatively different from those of their older counterparts. These answers were not because the younger children were dumber but rather because of their age and varying thoughts. Piaget then concluded that the answers of these children would change as they grow older and gain more experiences, which is a quantitative position. The two major aspects of his theory are the process of knowing and the stages in life, which result in gradual development of people's ability to think, reason, and know.

Piaget noted that the infancy or sensorimotor stage of cognitive development is where intelligence is expressed through motor activity without using symbols. In the toddler and early childhood or pre-operational stage, it's demonstrated through various symbols, language, imagination and memory. Elementary and early childhood or concrete operational is where intelligence is expressed via systematic and logical handling of symbols linked to real objects. Finally, the adolescence and adulthood or formal operational stage involves the logical use of symbols linked to abstract ideas to demonstrate intelligence.

Vygotsky's Theory:

Lev Semyonovich Vygotsky is widely recognized for his socio-cultural theory despite being an educational psychologist. His theory on social development proposes that social interaction results in ongoing step-by-step changes in thoughts and behaviors of children that may vary greatly across cultures. Generally, Vygotsky suggests that a person's development is based on interaction with other people and the tools availed by culture to help shape his/her perspective of the world.

Vygotsky's theory links the social environment and cognition since he states that the potential for cognitive development is based on the Zone of Proximal Development (ZPD). Since the ZPD develops depending on the full social interaction, children a certain level of development as they engage in social behavior ("Social Development Theory," n.d.). The basic principles in Vygotsky's theory are children develop their knowledge, development is closely linked to social context, learning results in development, and language is key to mental growth.

Similarities between the Theories:

On the nature or development of intelligence, both Piaget and Vygotsky suggest that cognitive development is the product of mental construction. This is because they are both considered as constructivists whose approach to learning and teaching is based on the link between mental construction and cognitive development. On the stages of development from birth through adolescence, the two theorists propose that boundaries of cognitive development are determined by societal influences.

Piaget explains the ability of societal factors to influence a child's cognitive development through the sensorimotor, pre-operational and concrete operational stages. In his explanations of these stages, Piaget states that intelligence is demonstrated through symbols, which are obtained from societal influences. On the other hand, Vygotsky believes that societal influences especially cultural tools have a significant effect on cognitive development since they can be passed from one person to another. Cognitive development cannot be separated from the societal influences and include imitative learning, instructed learning and collaborative learning. In possible classroom applications, the views of both Piaget and Vygotsky on cognitive development are essential parts for constructivist learning and constructivism.

Differences between the Theories:

There are several differences between Piaget and Vygotsky's views on cognitive development. One of these differences is on the possible classrooms application of where both theorists had conflicts in their explanations that concepts of development should not be taught until children are in a more suitable stage (Gallagher, 1999). The second major difference is on the nature and development of intelligence where Piaget argues that intelligence is as a result of action. Piaget suggests that children learn through social interactions with learning occurring after development. On the other hand, Vygotsky states that intelligence and learning takes place before development since children learn from history and symbolism. On the stages of development from birth through adolescence, Piaget and Vygotsky differ regarding the most important source. While Piaget believes that children themselves are the most important source of cognition for themselves, Vygotsky believes that the social environment is a crucial source.