Piaget vs. Vygotsky: Cognitive and Social Constructivism

Introduction to Cognitive and Social Constructivism

Cognitive Constructivism and Social Constructivism are both theories in the field of cognitive development, which focuses on how people attain knowledge about their surroundings and come to understand their world throughout the lifespan. Both Jean Piaget and Lev Vygotsky developed their own theories on cognitive development. Piaget formulated Cognitive Constructivism, while Vygotsky formulated Social Constructivism; both have become the most widely studied theories in this branch of psychology.

Piaget focused on categorizing children's cognitive development into stages and noted the different approaches that children at a given stage and age take toward acquiring new knowledge. Vygotsky's focus was more social in perspective, suggesting that children's ability to learn comes from their social and daily interactions with their surroundings and culture — it is this that helps them think and understand their world (Martin & Sugarman, 1997). The following sections expand on the theoretical principles and concepts, learning objectives, and instructional strategies associated with both theories.

Piaget's Cognitive Constructivism and Developmental Stages

Jean Piaget's Theory of Cognitive Constructivism holds that a child's direct interaction with the environment is the main source of learning. However, only when a certain stage or developmental milestone is reached will a child be fully able to comprehend what is going on around them. Piaget coined the term the "active child" to describe children as active seekers of knowledge who are always learning — not merely waiting for experiences to come to them (Davies, 2004). He disagreed with the idea that social and cultural influences enable a child to learn, arguing instead that children base what they know on their own experiences and their individual interpretation of the world.

Piaget identified distinct stages of development, each accompanied by learning objectives that a child must reach before successfully progressing to the next stage (Kall & Cavanaugh, 2010). The first is the sensorimotor stage, spanning birth to two years of age, during which children learn through observation and develop an understanding of object permanence — the awareness that an object still exists even after it has been removed from sight. In the pre-operational period, from ages two to seven, children come to realize that an object remains the same object regardless of how it is altered, demonstrating a higher level of thought and processing.

Between the ages of seven and eleven, in the concrete operational stage, mental operations involving hierarchy become achievable; however, children at this age tend to be egocentric, not yet fully understanding how events affect others beyond themselves. From the age of eleven onward, in the formal operational stage, thinking beyond the immediately obvious becomes possible. Children are able to reason about why things are the way they are and can draw inferences from their observations (Davies, 2004).

Instructional Strategies Based on Piaget's Theory

Based on Piaget's Cognitive Constructivism, effective instructional methods should differ substantially from what is common in many classrooms. The act of a child sitting behind a desk for hours simply listening to a teacher deliver instruction would not be something Piaget considered a beneficial learning approach. Instead, teaching methods aligned with his theory should be child-centered, discovery-based, and highly hands-on (Martin & Sugarman, 1997). Educators should tailor instructional methods so they are easily understood from a child's perspective, not from an adult's. Rather than simply telling a child why things are a certain way, teachers should show children and physically and visually demonstrate how things work.

Vygotsky's Social Constructivism and Learning Objectives

Unlike Piaget, Lev Vygotsky emphasized the social and cultural influences that shape children's cognitive development (Davies, 2004). He stressed the importance of the roles that older individuals play in children's development, arguing that interactions with adults — such as parents, teachers, and older peers — allow children to learn what their own roles will be. He believed that, once children receive guidance from these older figures, they eventually learn to think independently and function intellectually without assistance (Palincsar, 1998). With respect to infants, Vygotsky thought that babies are born with innate capacities to understand and learn from the people around them, but that their cognitive development ultimately depends on their interactions with older influences in their lives.

Vygotsky argued that learning objectives and cognitive development are grounded in three key integrated levels. The first is the cultural level: children depend on the generation before them, and it is through learning from that generation that they develop correctly. Concepts such as counting, reading, and writing are all passed down from older figures. The interpersonal level involves children learning how to deal with and resolve their own problems by observing how another person approaches them — for example, when a tutor demonstrates to a child how to solve a particular problem. At the individual level, although Vygotsky addressed this concept less extensively, the child does actively seek out experiences from which to learn (Kall & Cavanaugh, 2010).

References

Martin, J. & Sugarman, J. (1997). The social-cognitive construction of psychotherapeutic change: Bridging social constructionism and cognitive constructivism. Review of General Psychology, 1(4), 375–388.

Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375.

Davies, D. (2004). Child development (2nd ed.). Guilford Press.

Kall, R. V. & Cavanaugh, J. C. (2010). Human development: A life-span view. Wadsworth Publishing.