TDC 3 - Psychology - Cognitivism according to Piaget and Vygostky

TDC 3 – Principles of Language and Learning

Teacher: Lueli Ceruti

Psychology – Cognitivism according to Piaget and Vygotsky

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Piaget believed that children's cognitive development was influenced by four factors: biological maturation, activity, social experiences, and equilibration. This way, learning took place through interaction with the world. He believed that education meant helping children learn on their own. Ultimately, individuals construct their own understanding. On the other hand, Vygotsky believed that cognitive development happens through the child's interactions with more capable members of his culture - adults or more able peers. The child is not alone in the world. These more knowledgeable others serve as guides and teachers, providing the information and support necessary for the child to grow intellectually.

 While Piaget believed that learning comes from within, following the four stages of development – the sensorimotor stage (age 0-2), the preoperational stage (age 2-7), the concrete operational stage (age 7-11), and the formal operational stage (age 11-adult), Vygotsky believed that first there is interaction with a more knowledgeable other, and then the child internalizes the new schemes. Moreover, Vygotsky believed that all higher-order mental processes, such as reasoning and problem solving, are helped by cultural tools (material tools and psychological tools), such as language, signs, and symbols. Adults teach these tools to children through day-to-day activities and children internalize them. Then, the psychological tools can help students advance their own development. In the past, cultural tools included printing presses, pencils, rulers, etc. Nowadays, we have computers, iPads, and the Internet. The more tools there are available, the more the child is able to develop cognitively.

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It’s also important to remember that Vygotsky placed more emphasis than Piaget on the role of learning and language in cognitive development. He believed that language in the form of private speech guides cognitive development. We all know that children talk to themselves when they are playing. While Piaget called this egocentrism (the child has difficulties accepting other people’s points of views and believes the world sees things the same way as he does), Vygotsky suggested that when that happens, children are moving towards self-regulation: the ability to plan, monitor, and guide one's own thinking and problem solving. It's a way to internalize new schemes.

An important concept for Vygotsky is the Zone of Proximal Development, which is what the learner could understand with scaffolding from the teacher or a peer (more knowledgeable other). This is the area between the boring and the impossible, not too easy but not impossibly difficult. With a little support from the more knowledgeable other, instruction can succeed and real learning is possible.

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To make a long story short, whether you prefer Piaget’s views or you agree with Vygotsky, when it comes to the classroom, teachers have to identify students' prior knowledge first. This includes the cultural aspect. Based on that, they can create scaffolding activities towards a goal. Both Piaget and Vygotsky would agree that this can be done with models, prompts, and coaching. Also, teachers should provide students with tools that support thinking, such as dictionaries, computer searches, and word processors. But more importantly, teachers should emphasize dialog and group learning, since peer interaction is one of the most efficient ways to stimulate cognitive development. In the end, learning is all that matters, and your students’ needs should guide your activities in the classroom.