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A 3 page research paper that describes the child development theories of Jean Piaget and Lev Vygotsky. Bibliography lists 6 sources.
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3 pages (~225 words per page)
File: KL9_khpiavyg.doc
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quite different. The following discussion offers an overview of both theories and their applicability to working with children in contemporary society. Piaget (1896-1980), based on his clinical research, posited
that people are continuously adapting to their environments, developing cognitive frameworks, which he referred to as schemas, in order to understand the world (Levine and Munsch, 2011). He asserted that
children go through four stages of progressive cognitive development, beginning at birth and extending to adolescence. As this suggests, Piagets perspective on child developed focused on the maturation and increasing
ability with age to comprehend the world (Agbenyega, 2009). Piaget saw children as taking an active role in their environments, but his universal perspective discounted the influence of cultural
diversity (Agbenyega, 2009). Nevertheless, cultural diversity has been tagged in a variety of studies as an elemental responsible for poor academic performance among some learners (Muthivhi, 2010). Piaget asserted
that while the ways in which children construct knowledge varies according to their experiences, the cognitive processes that they develop through manipulation of their environment are universal (Onchwari, Onchwari, and
Keengwe, 2008). Furthermore, he maintained that childrens initial ideas about causation are rooted in magical thinking and that do not understand mechanical explanation of causality, such as why a tricycle
goes forward when its pedals are rotated, until around age eight or nine (Harris, 2009). However, there are numerous instances recorded in empirical literature where children as young as four
or five refute this position with their questions and statements (Harris, 2009). The views of Lev Vygotsky (1896-1934) contrast sharply with those of Piaget due to the fact that
Vygotsky felt that cognitive development during childhood is directly related to the interaction of children with their environment (Wang, 2009). Vygotsky insisted that an accurate understanding of development depends on
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