What Piagets and Vygotskys Theories Have in Common - Essay Example

These theories shed light on some of the mysteries of learning and development. However, the psychologists agree and differ regarding some development and learning matters (Sigelman & Rider 232). Jean Piaget holds that development forms the basic foundation for the learning process. On the other hand, Vygotsky believes that it is through learning that development takes place. Piaget prefers a universal approach when describing the possible stages of development.

He believes that his four stages of cognitive development (sensorimotor, preoperational, concrete, and formal) apply to all, if not the majority, of children in the world. The bulk of Piaget’s theory has a biological viewpoint (Sigelman & Rider 48). Through a series of genetic combinations, a child inherits his/her mental structure. It is upon these structures that learning and development take place. This viewpoint summarizes the development process as a requisite of cognitive equilibrium through assimilation and accommodation.

As such, cognitive conflict, according to Piaget is crucial in the process of learning and development (Sigelman & Rider 49). Vygotsky takes a different angle, explaining that development largely depends on the culture of an individual. Therefore, experiences are different and so are the levels of development in each culture. While emphasizing culture, Vygotsky also maintains that the social aspects in one's life determine his/her cognitive and social development (Sigelman & Rider 234). The Russian approach, therefore, puts emphasis on social agents such as parents, teachers, and siblings.

Secondly, there is the aspect of language. The social agents and language form the symbolic means through which the child learns and develops. These symbols encompass the transmission of knowledge and other cultural traits. Piaget does not focus on language with the same vigor as Vygotsky. Secondly, Piaget, as opposed to Vygotsky sees learning and development as an individual (mostly internal) independent of most social influences (Sigelman & Rider 235). Piaget and Vygotsky believe that young children actively engage in the processes of learning and development.

Secondly, although Piaget is not explicit, he does imply that Cognitive maturity signifies independence and a leaning towards cognitive equilibrium (Sigelman & Rider 50). Vygotsky has the same view as Piaget. He holds that learning relies on the individual’s ability to control their cognitive process. He also maintains that self-regulation in an individual determines a higher level of development as opposed to other-regulation (Sigelman & Rider 236). It is within this argument that Vygotsky shows support to Piaget in regard to the cognitive conflict being a prime proponent in learning and development.

The two psychologists also mention egocentrism as part of learning and development. However, similar or different each of these theories asserts some strong arguments. The first one is that humans have the ability to learn and develop from a tender age. Secondly, there is an apparent discrepancy between cognitively developed persons and those who are not. For instance, abstract thinking is a common feature of higher cognitive development, as opposed to conservation in lower cognitive development (Sigelman & Rider 233).