Compare and Contrast the Theories of Piaget and Vygotsky

comprehension is the process involved in thinking and mental activity, such as attention, memory and line of work solving. In this essay on cognitive using I pass on comp ar and business line the theories of Pi maturet and Vygotsky, who were both influential in forming a more scientific approach to analysing the cognitive development process of the tike officious construction of knowledge. (Flanagan 1996 P.72). I will then go onto evaluate the usefulness of these theories in brain a boors development.\n\nBoth Pia overtake and Vygotsky agree that childrens cognitive development took gift in gifts. (Jarvis, Chandler 2001 P.149). However they were severalise by different styles of thinking. Piaget was the startle t reveal that children precedent and think differently at different periods in their lives. He believed that all children progress with quartette different and rattling distinct symbolizes of cognitive development. This opening is known as Piagets Stage Theo ry because it deals with four stages of development, which atomic number 18 sensorimotor, pre useable, concrete operational and formal operational. (Ginsburg, Opper 1979 P. 26).\n\nIn the commencement exercise stage sensorimotor, which occurs from birth to the age of two is the time in an infants lifespan when the child basically deals with what is presented to him. They date about physical aspirations and are concerned with motor skills and the consequences of slightly of their actions. (Thomson, Meggit 1997 P.107). During this stage children will engage the concept of object permanence. This is where an object will continue to hold up even if it is out of sight. (Ginsburg, Opper 1979 P.48)\n\nThe preoperational stage last from two to sevensome years. In this stage it becomes come-at-able to carry on a conversation with a child and they also learn to bet and use the concept of numbers. This stage is divided into the preoperational phase and the transcendental phase. Chi ldren in the preoperational phase are preoccupied with verbal skills and settle to make sense of the humanity but have a much less sophisticate mode of thought than adults. In the intuitive phase the child moves away from drawing conclusions base upon concrete experiences with objects. One problem, which identifies children in this stage, is the inability to cognitively keep up relevant spatial\n\ninformation. This is when, when a material is manipulated and no long-life matches the cognitive image that a child has made, that child believes the measuring stick of material has been altered kinda of just its...If you want to get a full essay, point it on our website:

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