Both Piaget and Vygotsky specifically said that social interactions play an extremely important role in cognitive development in the early childhood brain. Piaget and Vygotsky claimed that their theories of how the early childhood brain works were impossible for both to exist together at the same time. However, more recent studies have shown that their two theories are more completing than opposite. Cognitive development theories affect learning and ability in the childhood classroom.
Piaget’s believed that children are in control of their own cognitive development. Piaget’s perspective on children is that they are eager to interact with and make sense of their world. Piaget’s had four stages of cognitive development. The first stage is the Sensorimotor stage; this stage begins at birth. During this stage, infants are developing their sensory motor skills and thinking. The sensorimotor stage…show more content… When Vygotsky thought learning was a social activity. Piaget also believes that development is driven by conflict between stages and Vygotsky believes that development is an input that comes from others. Piaget thinks that the development in universal stages are the same regardless of the context, while Vygotsky believes that development is non-universal depending on social and cultural context. Piaget believes that children acquire knowledge through their own exploration, while Vygotsky believes that children work with others to build their knowledge. Piaget says development precedes learning, but Vygotsky says learning precedes development. Piaget thinks that thought drives language and Vygotsky thinks that language drives thought. Lastly, Piaget believes that inner speech will become social speech and Vygotsky believes that social speech becomes inner speech. There are so many ways to look at the way children learn and how their brain
