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If these views are put together, a more comprehensive perspective of child development can be obtained. (Berk)
The underlying perceptions of these theories are technically different; and even contradicting to some extent. Piaget’s point is that the child’s learning and mental capabilities are fundamentally not inferior to that of the adults. The child’s learning is actually activity and observation based. But Vygotsky’s theory gives more prominence to the psychosocial aspects of child development. The emphasis on cognitive capabilities of a child can also be explained by genetic claims and calls for assistance from a capable teacher to help the child learn.
The adult is more knowledgeable, experienced, and physically capable than the child. In the early stages of child development, assistance from the adult can be pivotal. Although self learning and activity based training processes are essential to achieve wholesome development, the importance of guidance by an adult can be considered as the basis of both preschool and Kindergarten levels of education and training. (Berk, 2-3)
In the course of maturing the child’s tendencies and attempts toward developing a firmer grip on language (be that the child’s mother tongue or some other language), what the adult can do to help the child has been termed as “scaffolding” by many experts (e.g. Plumert and Whitehead, 523). Making the child aware of the different aspects of a language not possible unless all the four basic language capabilities are supported, which are writing, reading, speaking, and listening skills. Since developmental psychologists like Vygotsky put emphasis on the cognitive aspects of a child’s mental development, adult-child conversations can be regarded as an excellent tool to develop the child’s language skills during his/her pre-school days. This the primary stage of the child’s education and psychosocial
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