Piaget vs. Vygotsky

In class we discussed the theories of Jean Piaget and Lev Vygotsky. They both present theories on cognitive development. As I discussed in my previous blog, Piaget uses four stages to explain cognitive development; sensorimotor, preoperational, concrete operational, and formal operational. Vygotsky believes that learning is not rooted in a developmental process. His theory of scaffolding states that knowledge builds on previous knowledge.

            While I think that Piaget’s theory can apply to a lot of children, I think that it is to general. His theory is structured around the idea that all children go through his four stages at the same ages. Many children most likely transition at roughly those ages, but there is also many children that will go through the stages at very different times in their lives. This is why I don’t think that Piaget’s theory should be considered as much as Vygotsky’s.

            I think that Vygotsky’s theory of scaffolding is a more realistic theory when it comes to children’s cognitive development. In his theory he says that learning is not isolated, or not rooted in a developmental process. In saying this he is not making a generalization that all children develop in the same way. By saying that later knowledge is built on previous knowledge he is allowing room for children to develop at different paces. Not every child will develop exactly according to Piaget’s four stages. Some might develop at a slower pace, while some may develop at a faster pace.

            Overall, I think that Vygotsky’s theory is more realistic to apply in a classroom. As a teacher, it is important to consider that every child in the class learns in different ways and at different speeds. We have to be able to adapt our lessons and teaching strategies to the different students in the classroom.