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A 5 page paper. Piaget's four stages of cognitive development stages are explained as are Vygotsky's thoughts about the need for social interaction when learning. Vygotsky's Zone of Proximal Development is also explained. The writer comments on each theorist and suggests that while they are different, they could be viewed as complementary. Bibliography lists 5 sources.
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5 pages (~225 words per page)
File: MM12_PGpgvyg9.rtf
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(Ginn, 2009). While a child may overlap two stages, he cannot skip a stage. Piaget also allowed some flexibility in terms of age ranges for each stage (Ginn, 2007). The
stages are: 1. Sensorimotor stage (birth - 2 years old). During this stage, the infant learns to differentiate himself from the rest of the world. The infant begins to interact
with objects as well as with other people during this time (Child Development Institute, 2008; Woolfolk, 2006). The infant imitates actions to learn (Woolfolk, 2006). 2. Preoperational stage (ages 2-7).
This is an intense learning period. The child learns to use language in his interactions and to say what he wants and does not want. The child still needs concrete
physical situations to learn (Child Development Institute, 2008; Woolfolk, 2006). 3. Concrete operations (ages 7-11). With so many concrete experiences in the past, the child begins to conceptualize and create
logical structures to explain his physical experiences. At this time, the child gains some ability for abstract problem solving (Child Development Institute, 2008; Woolfolk, 2006). It is at this stage,
the child begins to understand conservation and reversibility (Woolfolk, 2006). 4. Formal operations (beginning at ages 11-15). At this time, the child is capable of conceptual reasoning and he can
think logically about abstract situations (Child Development Institute, 2008; Woolfolk, 2006). Piaget said that learning happens through interaction and observation (Ginn, 2009). This is in line with some of Vygotskys
thoughts about learning being a social event. The child does not simply gain a lot of knowledge, he must be active in the process (Ginn, 2009). According to Piaget, there
are three fundamental processes involved in cognitive growth: assimilation, accommodation and equilibrium (Ginn, 2009). Assimilation is about the ability to incorporate new knowledge and experiences into ones existing cognitive structure
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