Jean Piaget 1

Running Head: JEAN PIAGET

Jean Piaget and Lev Vygotskys Theories on ognitive !eve"o#$ent
%&P '()
*ase Grou# +,
&hir"ey Nieto
-rit. !ah$us
Jessi/a Gre0e
Jean Piaget 1
A//ording to 2ee/e 31((145 Piaget and Vygotsky 0ere t0o #ro$inent s/ho"ars o6
/ognitive deve"o#$ent theories7 Piaget 0as a 8io"ogy5 #sy/ho"ogy and #hi"oso#hy
s/ho"ar 0hi"e Vygotsky 6irst re/eived a degree in "a05 then a degree in #sy/ho"ogy7 Even
0ith t0o very di66erent 8a/kgrounds5 8oth s/ho"ars took a /onstru/tivist a##roa/h to their
resear/h in /ognitive deve"o#$ent as they 8e"ieved5 9/hi"dren $ust /onstru/t their o0n
understandings o6 the 0or"d in 0hi/h they "ive: 3#7 11147 This idea has 8een de8ated and
dis/ussed 6or years7 Piaget and Vygotsky 0ere t0o #ro$inent s/ho"ars 0ithin the rea"$
o6 /ognitive deve"o#$ent7 Their theories o6 /ognitive deve"o#$ent have 8een in6"uentia"
in the deve"o#$ent o6 theories o6 edu/ation7
In Jean Piagets resear/h5 his $ain goa" 0as to ans0er the ;uestion5 9Ho0 does
kno0"edge gro0<: 3&i"verthorn5 1===47 He did this through geneti/ e#iste$o"ogy 0hi/h
is the study o6 /ognitive deve"o#$ent in /hi"dren7 A//ording to 2ee/e 31((145 there are
6our $a>or /ognitive stages in a /hi"ds /ognitive deve"o#$ent: sensori$otor5
#reo#erations5 /on/rete o#erations and 6or$a" o#erations7 A /hi"ds thought #ro/ess is
di66erent 6ro$ other deve"o#$enta" stages and ea/h o6 the stages has its o0n i$#ortan/e7
Piaget 8e"ieved that a /hi"d /ou"d not ski# a stage 8e/ause ea/h one is ne/essary in the
#ro/ess o6 /ognitive deve"o#$ent7 In a//ordan/e 0ith 2ee/e 31((14 and
6understanding7/o$ 31(('4 the 6our stages are des/ri8ed as su/h:
Sensorimotor stage (birth - 2 years old)??The /hi"d5 through #hysi/a"
intera/tion 0ith his or her environ$ent5 8ui"ds a set o6 /on/e#ts a8out rea"ity
and ho0 it 0orks7 This is the stage 0here a /hi"d does not kno0 that #hysi/a"
o8>e/ts re$ain in e@isten/e even 0hen out o6 sight 3o8>e/t #er$anen/e47
Jean Piaget A
Preoperational stage (ages 2-7)??The /hi"d is not yet a8"e to /on/e#tua"i.e
a8stra/t"y and needs /on/rete #hysi/a" situations7
Concrete operations (ages 7-11)??As #hysi/a" e@#erien/e a//u$u"ates5 the
/hi"d starts to /on/e#tua"i.e5 /reating "ogi/a" stru/tures that e@#"ain his or her
#hysi/a" e@#erien/es7 A8stra/t #ro8"e$ so"ving is a"so #ossi8"e at this stage7
-or e@a$#"e5 arith$eti/ e;uations /an 8e so"ved 0ith nu$8ers5 not >ust 0ith
o8>e/ts7
Formal operations (beginning at ages 11-15)??*y this #oint5 the /hi"dBs
/ognitive stru/tures are "ike those o6 an adu"t and in/"ude /on/e#tua"
reasoning7 3#7 14
In Piagets resear/h5 these 6our stages are rather /on/rete7 *ut5 $any /urrent resear/hers
do not /o$#"ete"y agree 0ith the e@a/titude and universa"ity o6 these stages7
Piaget a"so re6ers to three di66erent ty#es o6 kno0"edge7 Physi/a" kno0"edge is
9kno0ing the attri8utes o6 o8>e/ts su/h as their nu$8er5 /o"or5 si.e and sha#e: 32ee/e5
1((15 #7 11147 Logio?$athe$ati/a" kno0"edge 9invo"ves the $enta" /onstru/tion o6
re"ationshi#s: 3#7 11147 &o/ia" kno0"edge 9is derived in #art through intera/tions 0ith
others: 3#7 11A47
Piaget 6o/used on /"assi6i/ation and re"ations5 s#atia" re"ationshi#s5 ti$e5
$ove$ent5 /han/e5 nu$8er5 /onservation and $easure$ent in /on/rete stages 3Geneti/
E#iste$o"ogy5 1(('47 Lev Vygotsky 0as $ore /on/erned 0ith ho0 a /hi"d intera/ts 0ith
his /u"ture and so/iety 32ee/e5 1((147 Piaget vie0ed kno0"edge as 9individua""y
/onstru/ted: 0hi"e Vygotsky vie0ed /ognitive deve"o#$ent as 9so/ia""y /o?/onstru/ted
8et0een #eo#"e as they intera/t: 3#7 1))47
Jean Piaget ,
Vygotsky 8e"ieved that 9/hi"dren are 8orn 0ith e"e$entary $enta" a8i"ities su/h as
#er/e#tion5 attention and $e$ory: 32ee/e5 #7 1)'47 As /hi"dren deve"o# and intera/t
so/ia""y 0ith their /u"ture and so/iety5 these innate /hara/teristi/s are 6urther deve"o#ed7
A//ording to Vygotsky5 one o6 the $ost i$#ortant #arts o6 /ognitive deve"o#$ent is
"anguage7 Cithin this theory5 "anguage o//urs in three stages: so/ia" s#ee/h5 ego/entri/
s#ee/h and inner s#ee/h7 &o/ia" s#ee/h is >ust that: s#ee/h 6or the #ur#oses o6
/o$$uni/ating7 Ego/entri/ s#ee/h is $ore inte""e/tua" and /hi"dren use this 8y s#eaking
out "oud to the$se"ves7 Inner s#ee/h is used 8y /hi"dren to think in their heads a8out the
#ro8"e$ or task at hand5 instead o6 ver8a"i.ing their thoughts in order to de/ide 0hat to
do ne@t7
A//ording to the 0e8site 6understanding7/o$5 the .one o6 #ro@i$a" deve"o#$ent
e@#"ains that5 9a di66eren/e e@ists 8et0een 0hat DaE /hi"d /an do on Dhis orE her o0n and
0hat the /hi"d /an do 0ith he"# D6ro$ kno0"edgea8"e #eers or adu"tsE: 3#7 147 -or
e@a$#"e5 a young /hi"d $ay not 8e a8"e to #ut together a /o$#"e@ #u.."e 8y hi$se"65 8ut
0ith the he"# o6 an o"der /hi"d or another adu"t5 the young /hi"d /ou"d #ut together the
#u.."e /orre/t"y7
*oth Piagets and Vygotskys theories o6 /ognitive deve"o#$ent #rovide
6oundations 6or /onstru/tivist a##roa/hes to tea/hing and "earning 32ee/e5 1((147 Ea/h
o6 their theories /on/ern ;ua"itative /hanges 0ithin a /hi"ds /ognitive #ro/ess7 They a"so
have the sa$e goa" 0ithin the /"assroo$5 /reating 6or students a /o$$unity o6 "earning7
Even though 8oth theories have a /o$$on goa"5 ea/h o6 the$ has a di66erent a##roa/h
0hen dea"ing 0ith /hi"dren and edu/ation7 -or instan/e5 Piagets theory /an he"#
Jean Piaget )
edu/ators understand ho0 /hi"dren rea/t and "earn a//ording to their age 0hi"e
Vygotskys theory /an he"# understand the ro"e o6 so/iety in /hi"drens edu/ation7
Piaget 0as a s/ho"ar o6 natura" s/ien/e 0ho ha##ened to dis/over a 0ay to e@#"ain
ho0 /hi"dren a/;uire kno0"edge as they deve"o# in age7 Piagets theory /an 8e dire/t"y
re"ated to his traditiona" 8a/kground as he tries to e@#"ain the $a>or trans6or$ations that
/hi"dren go through 0hi"e a/;uiring kno0"edge7 Piaget strong"y 8e"ieved that ea/h age
grou# varied signi6i/ant"y not on"y in the individua" and grou# as#e/t5 8ut a"so in the
/u"tura" as#e/t as 0e""7 The stages that he /reated are the 6o""o0ing: &ensori$otor5
Preo#erations5 on/rete F#erations5 and -or$a" F#erations7 A"" o6 these stages are $et
0hen /hi"dren $ani#u"ate o8>e/ts7 This $ani#u"ation a""o0s the /reation o6 $enta"
re#resentation o6 the 0or"d and it a""o0s t0o?0ay intera/tion 0ith the environ$ent7
Essentia""y5 the goa" is to a""o0 a /hi"d the a8i"ity to /reate and understand his 0or"d in a
"ogi/a" 0ay7
A"" o6 these stages resu"t 6ro$ the /hi"drens $ani#u"ation o6 o8>e/ts that "ets
the$ /reate a $enta" re#resentation o6 the 0or"d and a/t on and in6"uen/e the
environ$ent they "ive in 3and vi/e versa45 so that "earners gradua""y 6orego i""ogi/a" 0ays
o6 thinking7
Piagets theory is a8out in/"uding s#ontaneous e@#eri$entation in a sing"e and
grou# 8asis5 so that students /an 8ui"d their o0n understanding 8ased on the e@#erien/es
that they have7 *y setting u# this syste$5 the /hi"dren are not on"y "i$ited to the
/"assroo$ setting5 8ut they are $ore a"ert o6 their surroundings7 This $ethod "eads the$
to "earn a8out se"6?/orre/tion5 se"6?instru/tion5 and se"6?$otivation 8e/ause o6 its 9hand
on e@#erien/e: a##roa/h7 A//ording to Piaget5 the gro0th o6 kno0"edge is a #rogressive
Jean Piaget '
/onstru/tion7 hi"drens "ogi/ and $odes o6 thinking are initia""y entire"y di66erent 6ro$
those o6 adu"ts 3Jean Piaget &o/iety5 1(('45 8e"ieving that the a/;uisition o6 kno0"edge is
a #ro/ess o6 /ontinuous se"6?/onstru/tion 3&i"verthorn5 1===47
In order to ado#t the /ognitive deve"o#$ent 6o""o0ing Piagets theory5 the
edu/ator shou"d organi.e the /"ass ti$e 0ith s#ontaneous $enta" a/tivities to "et "earners
deve"o# their o0n ideas and to /onstru/t a hea"thy "earning environ$ent7 To a/hieve this5
Piaget en/ourages tea/hers to #rovide a ro"e 6or so/ia" intera/tion and /o$$uni/ation 8y
#resenting a##ro#riate $ateria"s5 dri""s5 so that /hi"dren /an a/tive"y "earn ho0 to
/on6ront their #hysi/a" and so/ia" 0or"d 8y "iving their o0n e@#erien/es7
A//ording to 2ar/y !ris/o"" 31==,45 there are three 8asi/ instru/tiona" #rin/i#"es
on 0hi/h Piagetian theorists genera""y agree:
Prin/i#"e 1: The "earning environ$ent shou"d su##ort the a/tivity o6 the /hi"d
3i7e75 an a/tive5 dis/overy?oriented environ$ent4
Prin/i#"e 1: hi"drens intera/tions 0ith their #eers are an i$#ortant sour/e o6
/ognitive deve"o#$ent 3i7e75 #eer tea/hing and so/ia" negotiation4 3!ris/o""5
1==,47
Prin/i#"e A: Ado#t instru/tiona" strategies that $ake /hi"dren a0are o6 /on6"i/ts
and in/onsisten/ies in their thinking 3i7e75 /on6"i/t tea/hing and &o/rati/ dia"og4
A"" o6 these #rin/i#"es are $eant to 8e used in su/h a 0ay that /hi"dren /an re"ate and
/ontinue to 8ui"d u#on #revious"y a/;uired kno0"edge7 It is i$#ortant and ne/essary that
tea/hers #"ay the ro"e o6 6a/i"itators and en/ourage dia"og a$ong students a8out things
that they have dis/overed the$se"ves5 so that "earning 8e/o$e an auto$ati/ and
en>oya8"e #ro/ess7
Jean Piaget G
Piaget has ins#ired $a>or /urri/u"u$ re6or$s5 so$e o6 his $a>or /ontri8utions to
edu/ation are 32ee/e5 1((14:
%no0"edge $ust 8e a/tive"y /onstru/ted 8y the /hi"d7
Edu/ators shou"d he"# /hi"dren "earn ho0 to "earn7
Learning a/tivities shou"d 8e $at/hed to the /hi"ds "eve" o6 /on/e#tua"
deve"o#$ent7
Peer intera/tions #"ay an i$#ortant ro"e in the /hi"ds /ognitive deve"o#$ent 3#7
1'=47
A"though this $ethod see$s 8ene6i/ia"5 the 6inan/ia" /ost and ti$e?/onsu$#tion that is
invo"ved during the set?u# /ause this $ethod to 8e "ess in6"uentia"7
Chen /o$#ared 0ith Piagets theory5 Vygotskys theory #"a/es a stronger
e$#hasis on so/ia" intera/tions7 A//ording to Vygotsky5 kno0"edge is not individua""y
/onstru/ted5 8ut /o H/onstru/ted 8et0een #eo#"e7 -or Vygotsky5 "anguage and
/o$$uni/ation #"ay the $ost i$#ortant ro"e o6 /ognitive deve"o#$ent H his #ri$ary
/on/ern dea"ing 0ith nature5 eva"uation and the trans$ission o6 hu$an /u"ture7
Vygotsky identi6ied three stages in /hi"drens use o6 "anguage:
Language is #ri$ari"y used 6or /o$$uni/ation 3so/ia" s#ee/h47
hi"dren 8egin to use ego/entri/ or #rivate s#ee/h to regu"ate their o0n thinking7
hi"dren use inner s#ee/h or ver8a" thoughts to guide their thinking and a/tions7
-or Piagets theory5 "anguage did not #"ay su/h an i$#ortant ro"e in /hi"drens
deve"o#$entI ho0ever 6or Vygotskys theory s#ee/h is an e@tre$e"y i$#ortant
deve"o#$enta" #heno$enon as he 8e"ieved that 9/hi"dren "earn through /onversations
0ith adu"ts as the need to /o$$uni/ate 0ith the$ #resses the /hi"d to seek 6or the adu"t
Jean Piaget J
$eanings o6 things that are said: 32ason Ti$othy5 1(('47 &o "earning 8e/o$es a resu"t o6
$ature thinking and 8ehavior due to so/io?/u"tura" e@#erien/es7 -or instan/e5 Vygotsky
en/ourages /o""a8orative #ro/ess o6 "earning 8et0een tea/hers and students in the going
o6 so/ia" events in the /"assroo$7
Vygotskys ter$ Kone o6 Pro@i$a" !eve"o#$ent 3KP!4 0as used to re6er the
di66eren/e 8et0een 0hat /hi"dren /an do on their o0n5 and 0hat they /ou"d do 0ith the
assistan/e o6 others 32ee/e5 1((147 The KP! indi/ates 0hat a /hi"dBs "eve" o6 $enta"
deve"o#$ent is at a #arti/u"ar ti$e 3Ga"ant5 1(('47 Vygotsky assu$ed that intera/tions
0ith adu"ts and #eers in the .one o6 #ro@i$a" deve"o#$ent he"# /hi"dren $ove to higher
"eve"s o6 $enta" 6un/tioning 32ee/e5 1((147
Vygotsky 8e"ieved that intera/tions 0ith adu"ts and #eers in this .one he"#ed
/hi"dren $ove to higher "eve"s o6 $enta" 6un/tioning 0ithin the /"assroo$7 Vygotskys
a##roa/h /ha""enges traditiona" tea/hing $ethods5 as he e$#hasi.es the signi6i/an/e o6
/oo#erative thinking that take #"a/e in the de/ision $aking #ro/ess7 This invo"ves having
students #aired together or in s$a"" grou#s in 0hi/h the tea/hers task is to 6o/us on
$aintaining students $otivation in order to #ursue the instru/tiona" goa"7
Vygotskys theory is a8out guided dis/overy 8y having the tea/her o66er5
9intriguing ;uestions to students and having the$ dis/over the ans0ers through testing
hy#otheses7 The students are engaged in the dis/overy #ro/essI ho0ever5 they are sti""
re/eiving assistan/e 6ro$ a $ore kno0"edgea8"e sour/e: 3&a$#"e5 1(('47
A//ording to 2ee/e 31((145 so$e o6 the $a>or Edu/ationa" ontri8utions o6 Vygotskys
theories are:
Ro"e o6 #rivate s#ee/h in /ognitive deve"o#$ent7
Jean Piaget =
The i$#ortan/e o6 guided #arti/i#ation and s/a66o"ding7
The ro"e o6 #eer intera/tions in /ognitive deve"o#$ent 3#7 1)=?1'147
This $ethod is he"#6u" 8e/ause it en/ourages /onstant #eer revie07 Ho0ever5 i6
not hand"ed #ro#er"y5 it /an 8ring u# a /o$$on #ro8"e$ that students and tea/hers
6re;uent"y 6a/e7 This disadvantage 0ou"d 8e 0hen grou#s re"y on one $e$8er to do a""
the 0ork7
2ee/e 31((14 e@#"ains that Piagets /ognitive deve"o#$ent theory is 8ased on a
/hi"ds innate a8i"ity to #rodu/tive"y think on their o0n7 This /ognitive a8i"ity a""o0s
the$ to $ove to the ne@t /ognitive stage as they $ature 8io"ogi/a""y and ada#t to their
environ$ent7 hi"dren assi$i"ate and a//o$$odate their /urrent s/he$a5 or $enta"
/onstru/ts5 to 6it the ne0 in6or$ation #resented in the /"assroo$7 ognitive deve"o#$ent
and so/ia" intera/tion 6eeds inte""e/tua" a/tivity and "earning7 The /"assroo$ $ethods o6
instru/tion shou"d $at/h the "eve" o6 /ognitive deve"o#$ent5 6a/i"itating the advan/e$ent
to the ne@t stage o6 /ognitive deve"o#$ent7
The "eve" o6 /ognitive deve"o#$ent 6or ear"y /hi"dhood "earners 31?G years4 is
des/ri8ed 8y Piaget as the #reo#erationa" stage 32ee/e5 1((147 At this stage intuition and
"anguage deve"o#7 E@a$#"es o6 instru/tiona" too"s Piaget 0ou"d re/o$$end to des/ri8e
o8>e/ts they are e@#erien/ing in/"ude: /on/rete #ro#s5 sy$8o"s5 and visua" aids su/h as
dra0ings5 usage o6 $ode"s or e@a$#"es5 "essons a8out the /hi"drens 0or"d and their
e@#erien/es5 "ess #a#er?and?#en/i" tasks and $ore 9hands on: "earning5 8a/k?and?6orth
/onversations 0ith #eers to deve"o# ski""s 6or the ne@t stage5 and 6ie"d tri#s7
A//ording to Piaget5 "ogi/a" and $enta" o#erations are #art o6 the /ognitive
deve"o#$ent o6 /hi"dren in the e"e$entary s/hoo" years 3G?11 years47 A /hi"ds thinking
Jean Piaget 1(
8e/o$es "ess rigid and $ore dyna$i/ during this stage7 Piaget /a""ed this stage the
/on/rete o#erations stage 32ee/e5 1((147 Huitt 31==G4 $entions these instru/tiona" too"s
that 6o""o0 this theory: /on/rete #ro#s su/h as three di$ensiona" s/ien/e $ode"s5 "a8
0ork 0ith $ini$a" ste#s5 8rie6 and 0e"" organi.ed "e/tures5 re"ate e@isting instru/tion into
#revious"y "earned $ateria"5 0ord #ro8"e$s in $ath5 and #ro8"e$s 0hi/h re;uire "ogi/
and ana"ysis to so"ve7 The 2ath -oru$ at !re@e" Lniversity 31(('4 e@#"ained $ath
edu/ation using a Piagetian theory:
&tudents need to /onstru/t their o0n understanding o6 ea/h $athe$ati/a"
/on/e#t5 so that the #ri$ary ro"e o6 tea/hing is not to "e/ture5 e@#"ain5 or
other0ise atte$#t to Btrans6erB $athe$ati/a" kno0"edge5 8ut to /reate
situations 6or students that 0i"" 6oster their $aking the ne/essary $enta"
/onstru/tions7 A /riti/a" as#e/t o6 the a##roa/h is a de/o$#osition o6 ea/h
$athe$ati/a" /on/e#t into deve"o#$enta" ste#s 6o""o0ing a Piagetian
theory o6 kno0"edge 8ased on o8servation o65 and intervie0s 0ith5
students as they atte$#t to "earn a /on/e#t 3#ara7147
Piagets 6ina" stage in his theory o6 /ognitive deve"o#$ent /overs the 11 year o"d
and u# grou#7 This stage is /a""ed the 6or$a" o#erations stage7 Huitt M Hu$$e" 31((A4
des/ri8e this stage as /hara/teri.ed 8y a shi6t in thinking 6ro$ the rea" to the invo"ve$ent
o6 a8stra/tions and re6"e/tions7 In this stage5 inte""igen/e is de$onstrated through the
"ogi/a" use o6 sy$8o"s re"ated to a8stra/t /on/e#ts7 Ear"y in the #eriod there is a return to
ego/entri/ thought7 9Fn"y A)N o6 high s/hoo" graduates in industria"i.ed /ountries o8tain
6or$a" o#erationsI $any #eo#"e do not think 6or$a""y during adu"thood: 3#age 147 Huitt
31==G4 suggests /"assroo$ #ra/ti/es su/h as these to 8est use Piagets theory: /on/rete
Jean Piaget 11
o#erations stage ty#e gra#hs on a $ore /o$#"i/ated s/a"e5 ask students to e@#"ore
hy#otheti/a"s as they e@#"ore other 0or"ds or /o$#"i/ated issues5 en/ourage students to
des/ri8e o##osing vie0#oints5 have students des/ri8e ho0 the so"ved the #ro8"e$5 tea/h
8road 8ut /urri/u"u$ re"ated /on/e#ts5 and use $ateria"s and ideas re"evant to the
students to 8roaden their #ers#e/tives7
2ee/e 31((14 e@#"ains that Vygotsky did not 8e"ieve an individua"s
thinking stru/ture as innate5 8ut /u"tura" and so/ia" in origin and in6"uen/e7 &o/ia"
and /u"tura" intera/tions 0ith kno0"edgea8"e #eers and adu"ts 6ue" /ognitive
deve"o#$ent 0hi"e i$#roving the e"e$entary thinking ski""s o6 the /hi"d
3#er/e#tion5 attention5 $e$ory4 to a higher "eve"7 Vygotsky $ight suggest
Re/i#ro/a" Tea/hing in the /"assroo$7 This invo"ves guided #arti/i#ation 8y a
kno0"edgea8"e adu"tI 0ith the students eventua""y taking over the "earning
a/tivity7
Ego/entri/ s#ee/h 0as 6avored 8y Vygotsky7 This is the 9thinking a"oud:
s#ee/h /hi"dren so$eti$es use to 0ork through a #ro8"e$7 Vygotsky 0ou"d not
on"y en/ourage students to use this s#ee/h5 8ut 0ou"d de$onstrate its use in
#ra/ti/a" settings7 o""a8orative "earning a/tivities 0ou"d a"so 8e e$#hasi.ed in
the Vygotsky /"assroo$7 Learning is 6a/i"itated 0ith $eaning6u" dis/ussions
a$ong students in a /o""a8orative "earning setting7 Es#e/ia""y va"ua8"e are
dis/ussions 0ith kno0"edgea8"e #eers7 %no0"edgea8"e #eers and tea/hers e"evate
a student 8eyond the students /urrent /a#a8i"ities5 a #"a/e the student 0ou"d not
have a/hieved other0ise7
Jean Piaget 11
It is a8so"ute"y #ossi8"e to in/or#orate #arts o6 8oth Piaget and Vygotskys
theories in the /"assroo$7 *oth theorists take a /onstru/tivist #oint o6 vie0 and a"so
8e"ieve that students are not #assive in their kno0"edge 32ee/e5 1((147 It is i$#ortant
6or the tea/her to 8e 9i$#ortant organi.ers5 sti$u"ators5 guides5 and su##orters o6
"earning: 3#7 1'J47 Piagets theory suggests that students need a /urri/u"u$ that su##orts
their /ognitive deve"o#$ent 8y "earning /on/e#ts and "ogi/a" ste#s7 He a"so suggests that
/hi"dren are on"y /a#a8"e o6 "earning s#e/i6i/ $ateria" in s#e/i6i/ stages o6 /ognitive
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