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A 3 page research paper that discusses the cognitive development theories of Piaget and Vygotsky. Bibliography lists 4 sources.
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3 pages (~225 words per page)
File: D0_khpandv.rtf
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Piaget and Vygotsky, as well as notable other contributors and examination of their theories of childhood develop by Warash, et al (2008) led these researchers to propose an integration of
several different models of childhood cognitive development as appropriate for pedagogical practice. Piaget views cognitive development primarily from a biological perspective that perceives intellectual maturation as resulting from a
process of adaptation that is accomplished through the processes of assimilation and accommodation (Shuell, 2001). His theory outlines four definitive stages of cognitive development that roughly correspond with the childs
age. Based on his research, Piaget posited that extremely young children lack the cognitive maturity to engage in complex abstract thinking. Piagets stages are: "sensorimotor period (0-2 yrs.); the
preoperational period (2-7 yrs); concrete operational period (7-11 yrs): (and) formal operations (11-15 yrs.)" (Shell, 2001). While Piaget maintains that "development precedes learning," Vygotskys theory holds that cognitive development begins
with socialization and is directly stimulated by the childs social interactions. As Vygotsky prioritizes the social sphere as the most influential element in development, he does not propose definitive
age-related stages as in the Piagets model. Rather, Vygotsky argues that development is contingent on both a social plane and an internal plane (Shuell, 2001). A main tenet of Vygotskys
theory is the Zone of Proximal Development (ZPD), which is defined as the "distance between the actual developmental level as determined by independent problem solving and the level of potential
development as determined through problem solving under adult guidance" or with the aid of a more advanced peer (Shuell, 2001). In other words, in direct contrast with Piaget, Vygotsky believes
that "instruction precedes development" and that teachers aid development by leading students into their particular ZPD (Shuell, 2001). However, while Piaget emphasizes a biological view and definitive stages
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