Piaget and Vygotsky on Childhood Development: A Comparison Comparison Essay by scribbler

Piaget and Vygotsky on Childhood Development: A Comparison
A comparison of the theories of Piaget and Vygotsky on childhood development and knowledge construction.
# 153390 | 726 words | 5 sources | APA | 2013 | US
Published on May 28, 2013 in Psychology (Child and Adolescent) , Psychology (Piaget) , Psychology (Theory)

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The paper discusses how as constructionists, both Jean Piaget's and Lev Vygotsky's theories of childhood development and knowledge construction are similar, however the two theorists diverged in their concepts of the way in which children actually construct and advance their cognition. The paper highlights the differences in their theories regarding the importance of culture on the development of children, the details of knowledge development and the role of the adult in aiding knowledge formation. The paper emphasizes, however, that these theories are not mutually exclusive, and can both be applied to the growth and development of children.

From the Paper:

"To Piaget, children were "little scientists" creating their own understanding through personal, self-directed experiences (Gonzalez-Mena & Eyer, 2009). He argued that children advanced their ability to understand through the process of moving through various developmental stages, and maturing as they passed through those stage (Gonzalez-Mena, 2009). Regardless of culture children of a similar age/stage will respond similarly to questions designed to identify their levels of cognition (Kamii, nd). This theory is strong in that it puts emphasis on children's innate desire to explore. However, the theory, in its focus on specific stages, ignores the differences that arise between different cultures. Piaget's theory states that children raised in drastically different environments would pass through the same stages at the same rate, and come through them with similar knowledge (Kamii, nd).
"Vygotsky, on the other hand, argued that while children created their own knowledge, they did not pass through uniform stages so much as a series of similar milestones that occurred at different rates and were highly dependent on the cultural background of the child (Gonzalez-Mena & Eyer, 2009). Additionally, he stated that children have a zone of proximal development, or a sphere of learning which they can achieve only with outside aid (Gonzalez-Mena, 2009)."

Sample of Sources Used:

  • Gonzales-Mena, J. (2009). Child, Family, and Community: Family Centered Education. New Jersey: Pearson.
  • Gonzales-Mena, J., Eyer, D. (2009). Infants, Toddler, and Caregivers. Boston: McGraw Hill.
  • Kamii, C. (nd). Piaget's Theory, Behaviorism, and Other Theories in Education. Journal of Education. 13-33
  • Kratzova, E. (2010). Vygotsky's Nonclassical Psychology: The Dual Nature of the Position of the Subject. Journal of Russian and East European Psychology, 48(4). 17-24.
  • Pass, S. (2007). When Constructivist Jean Piaget and Lev Vygotsky Were Pedagogical Collaborators: A Viewpoint From a Study of Their Communications. Journal of Contructivist Psychology, 20. 277-282.

Cite this Comparison Essay:

APA Format

Piaget and Vygotsky on Childhood Development: A Comparison (2013, May 28) Retrieved March 05, 2024, from

MLA Format

"Piaget and Vygotsky on Childhood Development: A Comparison" 28 May 2013. Web. 05 March. 2024. <>