Lev Vygotsky and Jean Piaget both believed that kids are active searchers of cognition. Vygotsky that believed that kids were greatly impacted by rich societal and cultural environments. while Piaget believed that kids are impacted by their ain personal experiences. Piaget and Vygotsky’s theories do compliment each other in many ways despite this difference.
Both theoreticians believe in find of acquisition and credence of single differences. Discovery of larning consists of promoting kids to detect for themselves through impulsive interaction with the environment. The credence of single differences in both theories is the same. Vygotsky and Piaget both believed that all kids go through the same phases of development but at different rates. Therefore. kids are better off in a schoolroom in which the instructor programs for activities where kids that are at the same phase can work together.
Though a schoolroom inspired by the Piaget theory can be seen as similar in some facets to a schoolroom inspired by the Vygotsky theory. they can besides be seen as really different in the same facets. Piaget believes that kids should detect on their ain and should non be guided by others. while Vygotsky believes that others when larning should steer kids. Another difference in the two theories is that in the Piaget theory instructors do non enforce new accomplishments unless kids show involvement or preparedness in that accomplishment. Vygotsky. on the other manus. believes in the “zone of proximal development. ” The zone of proximal development is a scope of undertakings and or activities that kids can non manage by themselves yet but can make with the aid of more skilled spouses.
Overall. the theories of Lev Vygotsky and Jean Piaget are seen as different. However. there are some features of each theory that make these theories similar. Both theories still remain really influential in schoolrooms today.