Developmental Psychology

Assignment

Submitted to:
Ma’am Ramiza Awan
Submitted by:
M.Muneeb-ur-Rehman
Roll number:
0481
Semester:
6th (evening)
Session:
2018-22

Government College University, Lahore.

Department of Psychology
Differences between Jean Piaget’s and Vygotsky’s theories of cognitive development

Jean Piaget Vygotsky

Stages of development
Piaget believed that cognitive development Vygotsky didn’t believe that development occurred

occurred in distinct stages and that each in distinct stages. He believed that development

stage must be reached in order. process from birth to death is too complex to be

defined by stages.
Process of learning
Piaget believed that intelligence came from Vygotsky believed that learning takes place before

action. He proposed that children learn development can occur and that children learn

through interacting with their surroundings because of history and symbolism. Vygotsky

and that learning takes place after believed in learning as appropriation.

development. Piaget advocates learning as

construction.
Input from others
Piaget did not give importance on the input Vygotsky believed that children value input from

of others. their surroundings as well as from others.

Process of development
Piaget believed that the process of Vygotsky believed that the process of development

development begins in the individual and begins in the social world and gradually becomes

continues to the social world. internalized in the individual.

Egocentric speech
Piaget believed that egocentric speech Vygotsky believed that egocentric speech occurs as

serves to prove that children are self- children progress from language as a tool used to

centered and not able to see from any point communicate socially to language as private speech

of view but their own. For Piaget, and then inner speech (thought process). For

egocentric speech is the characteristic of Vygotsky, egocentric (private) speech does not

preoperational stage and this speech disappear but becomes inner speech. 
disappears when child moves from

preoperational to concrete operational stage

Role of language
Piaget focused little on language as a tool of Vygotsky strongly focused on language as a tool of

cognitive development. He believed that cognitive development. He believed that thought is

language is driven by thought. driven by language.

Child dependency
Piaget believed that children learn Vygotsky believed that children depend on social

independently. Without the help of more interaction to learn with the help of more

knowledgeable other. knowledge able other; zone of proximal

development.
Taking roles
Piaget believed that the child takes on the Vygotsky believed that the child takes on the role

role of scientist. He believed that children of apprentice. He believed that children learn how

take an active role in the learning process, to do a specialized job through the training and

acting much like little scientists as they guidance by more knowledgeable other.

perform experiments, make observations,

and learn about the world.

Influence of culture
Piaget believed that development is the Vygotsky believed that development is not

same in every child. He ignored the universal, it varies depending on cultural

cultural differences differences.

Similarities between Jean Piaget’s and Vygotsky’s theories of cognitive development

Following are some similarities among both theories.

i. Both Piaget and Vygotsky’s theories focused on cognitive development.

 ii. Both Piaget and Vygotsky were regarded as constructivists. Constructivists believe that

learning is affected by the context in which an idea is taught as well as by individual' beliefs

and attitudes

iii. Both Piaget and Vygotsky focused on the acquisition of speech. Both of them considered that

acquisition of speech is the major activity in cognitive development. They believed that

egocentric speech is vital to the process of cognitive development.

iv. Both Piaget and Vygotsky believed that the course of cognitive development declines with

age.

v. Both Piaget and Vygotsky believed the role of biology plays a part in cognitive development.

vi. Both believed the role of language plays a part in cognitive development.
Differences between Jean Piaget’s and Kohlberg’s theories of moral development

Jean Piaget Lawrence Kohlberg

Stages of moral development
Piaget claimed that there are two childhood Kohlberg described moral development as a

moralities: one of adult constraint and one sequence of six, or at least, five stages (he could not

of mutual respect. find support for the existence of Stage Six).

Research focus
Piaget's research focuses on the formation Kohlberg's research focuses on the development of

of thinking process itself, a description of moral thinking in different stages of development

the characteristics of the process theory only characterized by descriptions, rather than thinking

in its second place. of the formation process itself.

Theoretical aspects
Piaget's theory is a constructivist theory. He Kohlberg believed that the development is

believed that each individual's moral understood as a movement to higher more abstract

structures are constructed by him while he is and universal moral principles which regulate the

acting upon the social world, he lives in. It moral thinking and action of the

is unlikely that this process can lead to individual. This development unfolds in an

universal reasoning, i.e. the same moral invariant manner and the stages, which

content or principles to follow, because as are structured wholes, are hierarchically related to

the social conditions and relations vary in each other. This stage sequence of Kohlberg is

different cultures, so do action and based on Platonic idea.

thinking.
Key concept
Piaget described moral development as a Kohlberg described moral development as a

construction process. He believed that the process of discovering universal moral principles.

interplay of action and thought builds moral

concepts in children.
Knowledge formation
Piaget's moral theory as well as his Kohlberg’s moral reasoning at each stage does not

cognitive theory describe processes of produce any new knowledge.

operations which produce knowledge.

Sequence of stages
Piaget’s morality theory doesn’t meet that Kohlberg proposed that there is a strict criterion

sequence criteria. which a sequence of stages must meet: that the

stages be reached in an invariant, irreversible order

and that there be no regression from a higher to a

lower stage.
Unilateral respect
Piaget claimed that initially children have Kohlberg claimed that 4- and 5-year-old children

unilateral respect, they appear to respect the don’t judge acts out of a rigid, unilateral respect for

sacredness of socially approved adult rules, the sacredness of adult rules. Instead, they reason at

where the adult has the control and the child a Stage 1 level which implies the absence of

cannot experience mutuality in the respect. For them, for instance, a boy who is

relationship. The child respects the adult rewarded for lying is a good boy while one who is

and therefore is more inclined to obey. They punished for helping is a bad boy.

believe that those who have done wrong

should be severely punished.

Age factor
Piaget was unconcerned with moral Kohlberg didn’t restrict moral development with

development past the age of 12 or 13. He age limits. His stages 4 and 5 are useful in that they

did not attempt to provide empirical characterize types of moral reasoning in

evidence bearing on the development of adolescence and adulthood.

moral reasoning in adolescents and adults.

Similarities between Kohlberg’s and Piaget’s theories of moral development

Kohlberg's moral developmental theory is often described as a further development of Piaget's

moral theory. Both of the theories have some commonalities;

i. Both believed that through social interaction, children develop a sense of empathy or

concern for the feelings of others. Even at a fairly young age children spontaneously

learn the value of sharing.

ii. Both Piaget and Kohlberg believed that the moral concept of development is a

longitudinal dimension in the relationship between thinking and behavior.

iii. Both Piaget and Kohlberg believed that moral development in child is influence by the

heredity and social environment. But Kohlberg gave more emphasis on social cognitive

factors.