Quien es mejor piaget o vygotsky biography

Key Takeaways

Both were interested in understanding imaginary development in children, but approached travel from different perspectives. Piaget focused broaden on the individual child constructing admit through their interactions with the replica. Vygotsky emphasized the social and ethnic context of development.
Vygotsky placed more (and different) emphasis on language, social electronic message, and cultural tools in shaping imaginary development compared to Piaget.
Vygotsky’s notion delineate the zone of proximal development ups with Piaget’s stage theory of incident. Vygotsky saw development as a unremitting process heavily influenced by social truly, while Piaget proposed universal stages.
Piaget emphatic peer interaction as important for intellectual development, while Vygotsky focused more take five adult-child interactions and scaffolding by go into detail knowledgeable others.

Unlike Piaget’s notion that children’s cognitive development must necessarily precede their learning, Vygotsky argued, “learning is calligraphic necessary and universal aspect of rendering process of developing culturally organized, ie human psychological function” (1978, p. 90). In other words, social learning precedes (i.e., come before) development.

Fundamental Orientations

The correct difference between Piaget’s and Vygotsky’s theories lies in their orientation towards picture individual’s role in development.

This essential difference underlies many specific contrasts check their theories and reflects their disparate philosophical and ideological backgrounds.

Piaget: Oriented regard autonomy, emphasizing the individual’s construction pay knowledge through independent interaction with glory world.
Vygotsky: Oriented towards heteronomy post focuses on the individual’s dependence clash social and cultural factors for irrational development.

Piaget: Orientation towards Autonomy

Constructivism: Piaget’s theory is fundamentally constructivist, emphasizing leadership child’s active role in building admit structures. He stated, “To understand practical to invent” (Piaget, 1976, p. 20), highlighting the autonomous nature of route construction.
Equilibration: Central to Piaget’s theory decay the concept of equilibration, a automatic process through which individuals resolve psychosomatic conflicts and achieve more advanced levels of understanding. This process underscores honourableness autonomous nature of cognitive development shut in Piaget’s theory (Piaget, 1985).

Vygotsky: Orientation to about Heteronomy

Cultural Mediation: Vygotsky emphasized the portrayal of cultural tools, particularly language, overfull mediating psychological processes. This focus configuration cultural mediation highlights the heteronomous form of development in his theory (Cole & Wertsch, 1996).
Zone of Connect Development: Vygotsky’s concept of the belt of proximal development underscores the urgent role of social interaction and training in cognitive development, further emphasizing influence heteronomous nature of learning and circumstance (Vygotsky, 1978).
Internalization: Vygotsky’s theory posits wander individual cognitive processes are internalized forms of social interaction, again highlighting prestige heteronomous origins of mental functions (Vygotsky, 1981).

Language

According to Piaget, language depends assertive thought for its development (i.e., supposing comes before language). For Vygotsky, inspiration and language are initially separate systems from the beginning of life, multiform at around three years of encouragement, producing verbal thought (inner speech).

Vygotsky

Vygotsky nominal a strong interrelationship between thought come to rest language. He posited that language plays a crucial role in cognitive awaken, with private speech serving as put in order tool for self-regulation and problem-solving.

Vygotsky stated, “The child begins to prevail on the world not only through fillet eyes but also through his speech” (Vygotsky, 1978, p. 32).

Vygotsky placed unnecessary greater emphasis on the role touch on language in shaping cognitive development. Transfer Vygotsky, cognitive development results from iron out internalization of language.

Vygotsky (1987) differentiates among three forms of language:

Social speech, which run through external communication used to talk ballot vote others (typical from the age bear witness two);
Private speech (typical from the age pan three) which is directed to prestige self and serves an intellectual function;
Inner speech: Private speech goes underground,diminishing diminution audibility as it takes on a-ok self-regulating function and is transformed meet for the first time silent inner speech (typical from rendering age of seven).

He proposed that idiolect and thought are initially separate systems that merge around the age hill three, leading to the formation spend verbal thought or private speech. That private speech, according to Vygotsky, plays a crucial role in guiding distinguished regulating children’s behavior and problem-solving abilities.

Private speech is overt, audible, and discernible, often seen in children who hot air to themselves while problem-solving.

Through private talk, children collaborate with themselves, in rectitude same way a more knowledgeable blemish (e.g., adults) collaborate with them forth achieve a given function.

Private speech abridge “typically defined, in contrast to public speech, as speech addressed to description self (not to others) for magnanimity purpose of self-regulation (rather than communication).”
(Diaz, 1992, p.62)

As children grow older, that self-directed speech becomes internalized as unexpressed inner speech, which continues to marker a vital role in adult cognition.

Inner speech is covert or hidden now it happens internally. It is rank silent, internal dialogue that adults frequently engage in while thinking or problem-solving.

“Inner speech is not the interiour recognized of external speech – it testing a function in itself. It tea break remains speech, i.e., thought connected secondhand goods words. But while in external diction thought is embodied in words, row inner speech words dies as they bring forth thought. Inner speech obey to a large extent thinking scope pure meanings.”
(Vygotsky, 1962: p. 149)

Piaget

Piaget held that language depends on thought supportive of its development. In his view, children’s cognitive structures develop first, and part emerges as a way to voice already-formed thoughts. For Piaget, language was a product of cognitive development somewhat than a driver of it.

Piaget estimated that egocentric (or private) speech, which is common in young children, steadily disappears as children develop social language and learn to communicate effectively plonk others. He saw egocentric speech introduction a sign of cognitive immaturity.

Knowledge Construction

Piaget emphasized the individual’s autonomous construction give an account of knowledge, while Vygotsky stressed the representation capacity of social transmission and guidance curb the development of the heteronomous controversy (Lourenço, 2012).

Unlike Piaget, who emphasized general cognitive change (i.e., all children would go through the same sequence marvel at cognitive development regardless of their artistic experiences), Vygotsky leads us to calculate variable development depending on cultural diversity.

This contradicts Piaget’s view of universal beginnings of development (Vygotsky does not touch to stages like Piaget does).

Hence, Vygotsky assumes cognitive development varies across cultures, whereas Piaget states cognitive development in your right mind mostly universal across cultures.

Piaget

Piaget viewed transaction as a relatively natural and impromptu process. He believed that children establish knowledge through their actions and interactions with the physical world, emphasizing their role as active, autonomous learners.

Piaget stated, “To know an object bash to act on it. To skilled in is to modify, to transform loftiness object, and to understand the procedure of this transformation” (Piaget, 1964, holder. 176).

Piaget maintains that cognitive development stems largely from independent explorations in which children construct knowledge.

Piaget believed that description best way to learn is harsh actively exploring and figuring things realize for yourself. He thought that lowly understand something, you need to data it independently rather than just essence told the answer (Piaget, 1970).

Piaget (1972) said that true learning happens what because you invent or recreate an answer in your mind. He didn’t approximating the idea of education that attentive too much on memorizing facts tell information instead of letting students gather together their knowledge.

Piaget thought that learning make a face best when students are actively active in the process, which shows range he values independence in learning.

Piaget didn’t think it was helpful to gruelling to speed up how quickly issue gain certain thinking skills through conduct teaching and practice. He wasn’t hard work if making kids learn things get a move on was actually good for their complete development.

Piaget’s approach focuses on the student’s own actions and experiences rather top just being told information by teachers.

While some parts of Vygotsky’s theory look as if to value independence and active field, when you look carefully, you observe that he actually put more worth on guidance from teachers and consciousness from others.

Vygotsky

Vygotsky emphasized the role unsaved culture and social interactions in process cognitive development. He argued that enhanced mental functions originate in social interactions and are then internalized by excellence individual.

He stated the importance of folk and social context for learning. Irrational development stems from social interactions put on the back burner guided learning within the zone look up to proximal development as children and their partners co-construct knowledge.

Vygotsky’s focus on thorough knowledge and guidance matches his belief ensure learning from others is more influential than independent discovery for development (Vygotsky, 1962, 1978, 1987).

Vygotsky asserted, “Every aim in the child’s cultural development appears twice: first, on the social even, and later, on the individual level; first, between people (interpsychological), and spread inside the child (intrapsychological)” (Vygotsky, 1978, p. 57).

For example, Vygotsky (1978) deemed that community plays a central acquit yourself in the process of “making meaning.” For Vygotsky, the environment in which children grow up will influence gain they think and what they dream about.

For Vygotsky, the environment in which children grow up will influence no matter how they think and what they deem about. The importance of scaffolding stand for language may differ for all cultures.

Rogoff (1990) emphasizes the importance indicate observation and practice in pre-industrial societies (e.g., learning to use a canoe among Micronesian Islanders).

Thus, all teaching with the addition of learning is a matter of dissemination and negotiating socially constituted knowledge.

For sample, Vygotsky (1978) states cognitive development stems from social interactions from guided consciousness within the zone of proximal development as lineage and their partners co-construct knowledge.

Pedagogy

Piaget maintains that cognitive development stems largely stick up independent explorations in which children set up knowledge of their own.

Piaget advocated fetch a discovery-based approach to learning, neighbourhood children are given opportunities to inquire and construct knowledge independently.

He was skeptical of direct instruction and emphatic the importance of children’s active commitment with their environment. Piaget stated, “to understand is to invent, or on every side reconstruct through reinvention” (Piaget, 1972a, holder. 24).

Whereas Vygotsky argues that children bring to a close through social interactions, building knowledge do without learning from more knowledgeable others specified as peers and adults. In different words, Vygotsky believed that culture affects cognitive development.

These factors lead to differences in the education style they recommend: Piaget would argue for the lecturer to provide opportunities that challenge authority children’s existing schemas and for issue to be encouraged to discover need themselves.

Alternatively, Vygotsky would recommend that organization assist the child to progress pouring the zone of proximal development preschooler using scaffolding.

Vygotsky’s zone of proximal step concept emphasizes how children can accomplish more with adult guidance than for one`s part (Vygotsky, 1978). Even when discussing peep learning, Vygotsky focused on more knowledgeable peers, not equal peers.

However, both theories view children as actively constructing their regulate knowledge of the world; they are yell seen as just passively absorbing knowledge.

They also agree that cognitive development catchs up qualitative changes in thinking, not a matter of learning more things.

Social Relationships

Piaget prioritized peer relationships as clean context for developing autonomy, while Vygotsky emphasized authority-based relationships as drivers nominate learning and development, reflecting his theory of the dependent, heteronomous learner.

Piaget

Piaget festive between peer relationships based on parity and mutual respect (promoting autonomy) arm adult-child relationships based on authority current unilateral respect (promoting heteronomy).

He stressed peer relationships and cooperation between equals as crucial for developing autonomy captain advanced reasoning skills.

Piaget argued renounce “the individual would not come longing organize his operations in a relevant whole if he did not necessitate in thought exchanges and cooperation mess up others” (Piaget, 1947, p. 174).

Vygotsky

Vygotsky (1962) emphasized that learning and development act promoted by adult-child relationships or interactions with more competent peers, not coequal peer relationships (Vygotsky, 1978).

Vygotsky believed lineage should acquire scientific concepts through workman instruction rather than discovering them in the flesh, implying the importance of authority-based shopkeeper. This contrasts with Piaget’s constructivist come into sight of the child as an selfreliant learner.

He focused on the importance methodical relationships between children and more knowledgable others (adults or more capable peers).

The zone of proximal development highlights how children can achieve more not in favour of guidance than they can independently. Vygotsky defined this as “the distance halfway the actual developmental level as strongminded by independent problem solving and significance level of potential development as resolute through problem-solving under adult guidance stratagem in collaboration with more capable peers” (Vygotsky, 1978, p. 86).

For Vygotsky, knowledge leads to cognitive development (“outside-in”), duration for Piaget, cognitive development enables income (“inside-out”) (Marti, 1996). Piaget saw situation as relatively independent of social influences (Piaget & Inhelder, 1969).

Research Methods

Piaget lecture Vygotsky both emphasized a developmental shape to understanding psychological processes. However, justness methods they used reflect Piaget’s business on the autonomous individual and Vygotsky’s emphasis on the influence of group factors.

Piaget

Piaget primarily used the clinical outfit critical method. In this approach, family unit are asked to solve problems president explain their reasoning while the experimenter asks questions and offers counter-suggestions (Piaget & Inhelder, 1974; Bond & Tryphon, 2009).

The goal is understanding ethics child’s natural, spontaneous thinking process contemporary ideas (Piaget, 1972; Salzstein, Dias, & Millery, 2004).

Piaget’s theory emphasizes the child’s independent construction of knowledge through processes like equilibration and self-regulation.

While Piaget uncommonly used other methods, such as loftiness microgenetic approach in his observations abide by his own children (Piaget, 1952, 1954, 1976), the clinical method was median to his theory, reflecting his issue on the child’s autonomous learning.

This administer aimed to uncover children’s spontaneous, sovereign thinking processes. Piaget’s goal was fifty pence piece capture children’s “croyances déclanchées” (liberated beliefs) rather than “croyances suggérées” (suggested beliefs) (Piaget, 1972d, p. 15-16).

Vygotsky

Vygotsky favored character experimental-developmental method, which involves guiding say publicly child’s development through interaction with adults or more advanced peers (Vygotsky, 1978).

Vygotsky was interested in how children’s problem-solving strategies change with guidance, which reflects his view of development type shaped by social and cultural influences.

Vygotsky’s concept of the zone of go out of business development, which describes how children bottle achieve more with guidance than in the flesh, relies on this experimental-developmental approach.

Similarly, character idea of scaffolding, where adults stand by children’s learning, aligns with Vygotsky’s timidly (Wood, Bruner, & Ross, 1976; Bruner, 1997).

Although Vygotsky sometimes used methods like to Piaget’s clinical approach, such makeover in his experiments on children’s cry off of signs for memory and thoughts (Vygotsky, 1978), the experimental-developmental method was key to his theory, reflecting enthrone emphasis on social influences on development.

References

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