Comparing Piaget And Lev Vygotsky

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How children learn and develop has sparked many differing views and theories amongst academics with continuing adaptations and opinions (Gray & Macblain. 2015). Do children learn by doing? are they born ready to learn? or is this something that parents have to instil into their children. But most importantly in which way does all of this happen? ask many different people and it will open a world of many beliefs and viewpoints. With the subject being so rich and complex there are countless amounts of diverse answers but also some very similar, almost comparative views which spark such big debates over the question of how do children learn and develop. Take the views of Jean Piaget and Lev Vygotsky as a comparison both extremely influential in …show more content…
They are born ready to learn and follow a set path of learning in stages; thus, making sense of the world for themselves based on an interaction between experience and their own ideas therefore being a biological process (Gray & Macblain. 2015). Each of these stages correspond to an adaptation or change in a child’s cognitive development (Smith et al., 2003) Piaget viewed that children learn in these set stages, meeting set targets of which they cannot move on until they have reached completion on such tasks (Johnston and Nahmad-Williams, …show more content…
(2001, p.37) suggests learning is ‘individual knowledge construction stimulated by internal cognitive conflict as learners strive to resolve mental disequilibrium’. Stating that children needed to ‘negotiate the meaning of experiences’ (Applefield et al., 2001, p.37), enabling them to create new knowledge from old existing schemes (Boyd and Bee, 2015). His four stages of development; Sensorimotor, Pre-operational, Concrete operational and Formal operational (Johnston and Nahmad-Williams, 2014) show learning through a process of adaption consisting of three major concepts Assimilation, Accommodation and Equilibrium (Boyd and Bee, 2015). These three major concepts related to his theory of schemas and that they are organised in one of these three ways (Smith et al., 2003). Long before this theory had been discovered other academics such as Frederick Froebel and Rudolph Steiner had recognised such behaviours in children when focusing on their development and learning (Louis et al.,
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