Comparison: Piaget & Vygotsky

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Comparison: Piaget & Vygotsky
1 PIAGET
1.1 THEORIES
1.1.1 There are four stages of cognitive development that all children go through: Sensorimotor, Preoperational, Concrete Operational and Formal Operational
1.1.1.1 Sensorimotor: Ages 0 - 2 years. Schemes are based on behaviours and perceptions. At this age children mostly only think about things that are in front of them, concentrating on what they are seeing and doing at that very instant.
1.1.1.2 Preoperational: Ages 2 - 7 years. Children are now able to talk about and think about things that are beyond their immediate experience. children in this stage still have trouble seeing things from another persons point of view.
1.1.1.3 Concrete Operational: Ages 7 - 11. Children are now able to see things from another persons point of view as well as being able to classify objects to categories.
1.1.1.4 Formal Operations: Ages 11 - Adult. Develops the ability of abstract thinking and to think outside themselves. Able to think about issues affecting society
1.2 NEGATIVES
1.2.1 The existence of only four stages of development has been examined. Many theorists believe that the cognitive development process is more continuous
1.2.2 Believed in the importance of social interactions for development but overlooked the effects ones cultural background and social group had on development.
2 VYGOTSKY
2.1 THEORIES
2.1.1 There is a strong connection between language and the development of thinking.
2.1.2 Social and cultural factors influence development and ones intelligence
2.1.3 Zone of Proximal Development: The learning zone in between which one knows what they are and are not ready to learn.
2.2 NEGATIVES
2.2.1 Vygotsky's theories were quite generalised. He died before he had a chance to explain his theories in detail.
2.2.2 Vygotsky did not address the cognitive processes that affect childhood development
2.2.3 Vygotsky put major emphasis on culture and social processes and did not consider other methods
3 DIFFERENCES
3.1 Development
3.1.1 Piaget believed that development had to come before learning
3.1.2 Vygotsky believed that development and learning worked together through socialisation and language
3.2 Biology vs. Culture/Social Interactions
3.2.1 Piaget believed that there was a correlation between biological and cognitive development
3.2.2 Vygotsky believed that knowledge from social connections stimulated cognitive growth and development
4 SIMILARITIES
4.1 Social Interaction is Important
4.1.1 Both Piaget and Vygotsky believed that social interaction played a crucial role in cognitive development
4.1.2 Piaget believed that cognitive development is nurtured by social interactions (learning from others)
4.1.3 Vygotsky believed that social interaction was instrumental in development and that it heavily impacts thought and language