Comparison of Piaget and Vygotsky on Children Cognition

Cognition is the form involved in thought and mental activity, such as attention, memory and problem solving. In this essay on cognitive development I forget comp ar and contrast the theories of Piaget and Vygotsky, who were some(prenominal) influential in forming a more scientific draw near to analyzing the cognitive development a still of the nestling active mental synthesis of knowledge. (Flanagan 1996 P.72). I willing beca wasting disease go onto evaluate the gain of these theories in understanding a peasants development.\n\nBoth Piaget and Vygotsky agreed that childrens cognitive development took place in pegs. (Jarvis, Chandler 2001 P.149). However they were distinguished by antithetic styles of c every(prenominal) ining. Piaget was the first t reveal that children reason and think differently at different periods in their lives. He believed that all children progress through foursome different and very different phase angles of cognitive development. This the ory is cognise as Piagets portray Theory because it deals with four stages of development, which are sensorimotor, preoperational, concrete operational and globe operational. (Ginsburg, Opper 1979 P. 26).\n\nIn the first stage sensorimotor, which occurs from birth to the age of 2 is the time in an babys life when the child basically deals with what is presented to him. They learn close to physical objects and are refer with motor skills and the consequences of some of their actions. (Thomson, Meggit 1997 P.107). During this stage children will learn the musical model of object permanence. This is where an object will continue to exist raze if it is out of sight. (Ginsburg, Opper 1979 P.48)\n\nThe preoperational stage lowest from two to seven years. In this stage it becomes possible to pile on a parley with a child and they withal learn to count and use the concept of numbers. This stage is split into the preoperational phase and the splanchnic phase. Children in the p reoperational phase are indifferent with verbal skills and try to string sense of the world but have a oft less sophisticated mode of thought than adults. In the intuitive phase the child moves forth from drawing conclusions based upon concrete experiences with objects. One problem, which identifies children in this stage, is the unfitness to cognitively conserve applicable spatial\n\ninformation. This is when, when a real is manipulated and no longer matches the cognitive image that a child has made, that child believes the amount of satisfying has been altered instead of retributory its shape. (Jarvis, Chandler 2001...If you want to get a full essay, order it on our website:

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