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A 5 page paper that compares and contrasts the theories of Piaget and Vygotsky. Piaget argued that children must progress through a series of age-related stages. Vygotsky's primary focus was on the social interaction that led to development. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGpivyg.doc
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Unformatted sample text from the term paper:
as Piagets. Specifically, Piaget believed that children developed cognitively through a series of automated sequential stages relative to age. Vygotsky also offered steps through which humans moved from lower to
higher mental functioning but they were not assigned to specific age ranges. Piagets stages of cognitive development included: * Stage 1 - Sensorimotor: birth to 2 years. The child grows
in simple motor and perceptual activities and begin seeing themselves as different from the other objects in their environment * Stage 2 - Pre-operational - there are two separate
phases in this stage: * Pre-operational phase: 2 - 4 years old. Children begin to use language to help themselves develop concepts. Language and linguistic forms are learned through
experiences. * Pre-operational Intuitive phase: ages 4 - 7. Children begin to make better judgments and are more open to listening and understanding what an adult is trying to
teach them as their language becomes more sophisticated. * Stage 3 - Concrete Operational: ages 7 - 11 years. Children are able to think through things. They are capable
of some logical operations with concrete objects. * Stage 4 - Formal Operational: ages 11 - 14 years. Individuals become capable of logical thinking with abstractions, in other words they
can think about the possible as well as what is concretely before them (Piaget, 1952). Unlike Piaget, Vygotsky was primarily interested in the acquisition of language and thus never devised
a comprehensive developmental schema such as Piagets four stages of cognitive development. He did, however, discuss lower and higher mental functioning (1983). Vygotsky believed lower mental functioning was a prerequisite
for higher functioning to be developed in some things, such as the development of memory. In other instances, he seemed to think higher mental functioning existed in an "intersubjective" form
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