Cognitive LearningCombination of Cognitive Development Theories in Piaget and Vygotsky

Presented by Jiarui Yang

Say the colors as fast as you can

Say the colors as fast as you can

Red Yellow Pink

Black Blue White

Grey Brown Green

Jean Piaget (1896-1980)

Born in Switzerland

Doctorate at 21 in Natural Science

Biology to Philosophy to Psychology

His central theme: that

adaptation is according to the

achievement of a successful

equilibrium in the interactions of

the organism and the

environment.

Piaget’s Stage of Cognitive Development

Sensorimotor Stage (Birth Until Age 2) In this stage, behaviors are largely spontaneous and always unplanned.

Preoperational Stage (Age 2 Until Age 6 or 7) In this stage language enable children to communicate with others. At the later part of this stage, children show early sign of logical.

Concrete Operations Stage (Age 6 or 7 Until Age 11 or 12) Logical thinking is used when children moved into this stage, logical operations that enable them to integrate various qualities and perspectives of an object or event.

Formal Operations Stage (Age 11 or 12 through Adulthood) Children acquire proportional thinking in this stage, and become capable of reasoning about things that have little basis in physical reality.

Lev Vygotsky (1896-1934)

Children construct their knowledge

Development cannot be separated from its social context

Prior conceptions and new conceptions are interwoven

Language plays a central role in mental development

Implications of Piaget’s and Vygotsky’s Theory

Children can learn a great deal through hands-on experience.

Puzzling phenomena can spur children to acquire new understandings.

Piaget’s stages can provide some guidance about when certain abilities are likely to emerge.

Interactions with peers can promote more advanced understandings.

People can learn from their mistakes.

References

Ormrod, J. (2011). Human Learning. 6th-ed. Pearson Education, Inc.

Chapman, M. (1988). Constructive evolution: Origins and development of Piaget’s thought.

Cambridge, UK: Cambridge University Press.

Piaget, J. (1937). La construction du reer chez I’enfant. Geneva : Delachaux et Niestle.

Piaget, J. (1953). To understand is to invent. New York: Grossman (French: Ouva

I’education?, 1948).

Mayer, S. (2008). Dewey’s Dynamic Integration of Vygotsky and Piaget. Education and

Culture.

Thank you