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Piaget vs Vygotsky
How were we able to think before we learnt how to speak? What comes first? Does thought precede the develo
or is it the ability to speak that makes us able to think? Different perspectives attribute different functions to lang
development.

In Piaget's theory, language doesn't play a central role; rather, it passively reflects the child's current level of de
they learn through exploration and discovery. According to Vygotsky, language is one of the central cultural too
for communication and transmission of knowledge and later becomes an internalised to help children reason o

Both Piaget and Vygotsky explored cognitive development, flaticon.com

Piaget and Vygotsky comparison

The theories of Piaget and Vygotsky both have different perspectives on how language relates to thought and c
by looking at how language develops through the lens of Piaget's theory of cognitive development.

Piaget's Theory: Language depends on thought

Piaget argued that the development of schemas precedes language development. Children first need to unders

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means before using words to communicate it to others.

Definition
Schemas refer to mental frameworks about the world that guide our behaviour and expectations. For exam
develop a schema that all cats are soft and fluffy after seeing a cat for the first time. Another schema child
that by mixing two colours of paint, they can get a new colour.

Piaget identified four stages of cognitive development, which reflect the universal developmental trajectory for a
independent of culture or gender.

According to Piaget, children's linguistic abilities will be limited to their current stage of cognitive development;
taught vocabulary beyond their understanding, they will not be able to use it meaningfully until reaching that un

Stage of development Age Language develo

Children can imitate sounds and

Sensorimotor stage - children explore the world through
0-2 years demands. Exploration aids unde
their senses and motor movements.
permanence.

Preoperational stage - children begin to think symbolically,

Children begin to use private sp
form ideas and represent images mentally. Children may not
syntax and grammar but still lac
be able to reason logically and see beyond their egocentric 2-7 years
communicate and take the pers
perspective. They struggle with conservation and show
person in the conversation.
irreversibility and centration.

Concrete operational stage - children start to recognise Children start to adopt the persp
the perspectives of others but may still struggle with some conversations. The conversatio
7-11 years
logical thought. They understand conservation and do not are limited to discussing concre
show egocentrism, irreversibility, and centration. recognise how events are place

Formal operational stage - children can reason

Children can discuss abstract id
hypothetically and logically, think abstractly and 12+ years
different perspectives.
systematically solve problems.

In Piaget's theory, language is clearly preceded by thought. Children cannot effectively express what they don't
Language is also not central to learning; children develop mainly through their interactions with the environmen
discovery.

Vygotsky's Theory: Language as a cultural tool

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Vygotsky argued that children's development results from interactions with the social and cultural environment.
because of the support they receive from More Knowledgeable Others (MKOs) in their life who guide their lea
process, language has a central function in helping children go beyond their current skill level and move to thei
Development.

Definition
Zone of Proximal Development (ZPD) refers to a range of possible abilities which the child is currently u
their own but can achieve with the support of another person.

Language is the cultural tool through which knowledge can be transmitted from the more knowledgeable perso
verbal guidance and instructions from the MKO are a key part of the scaffolding that allows children to progress
development.

Definition
Scaffolding is the support and guidance that a More Knowledgeable Other gives to the child to help them
their Zone of Proximal Development. They provide a framework.

Example
Roazzi and Bryant (1998) found that when paired with a more advanced peer, 4 and 5-year-olds could pe
logical task they previously performed badly on and were able to maintain better performance 3 weeks late

Children who were paired with a peer that also performed badly on the task didn't see any improvements.
the idea that support from a More Knowledgeable Other can help children develop abilities within their Zon
Development.

Another important function of language is its ability to help children self-guide their behaviour and problem solv
internalise it and develop inner speech.

Vygotsky proposed that private speech is what mediates the development of inner speech. Private speech oc
voice their thoughts aloud, but it is not directed toward anyone else. As children develop, private speech gradu
turns into inner speech, which isn't expressed aloud. These two forms of language are known as inner speech

In Vygotsky's theory, language is also, to some extent, preceded by thought but around the age of 3, children's
language merge. They begin to use language as a tool not only during social interactions but also when thinkin

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Similarities between Piaget and Vygotsky

Piaget's and Vygotsky's theories aren't necessarily opposites. While they emphasise different influences on dev
acknowledge the cognitive limits of a child and support similar educational interventions.

Similarities between Piaget and Vygotsky: Cognitive limits

Both theories also recognise the cognitive limits of children. Piaget proposed the concept of readiness; children
to memorise concepts which are beyond their cognitive reach, considering the stage they are at. Vygotsky's co
Proximal Development also considers a child's limitations as the zone is finite, and guidance can only help to e
abilities to a certain extent.

Similarities between Piaget and Vygotsky: Child-centred approac

A child-centred approach to learning is supported by both psychologists. According to Piaget, child-centred lea
matching the child with tasks at an appropriate difficulty level. Tasks should challenge children's schemas while
readiness so they can expand their abilities through experience.

Vygotsky's view of child-centred learning focuses on the collaboration with a tutor and the ability of a tutor to pr
appropriate scaffolding.

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Vygotsky viewed learning as a collaborative process with a MKO, freepik.com

Similarities between Piaget and Vygotsky: Peer learning

Both theories also see peer learning as beneficial. According to Piaget, interaction with peers is important for d
the knowledge of peers can challenge the existing schemas of children. A similar idea was put forward by Vygo
that more advanced peers could provide children with guidance to help them reach new abilities in their ZPD.

Piaget and Vygotsky constructivism

Both the theory of Piaget and Vygotsky can be considered constructivist. Constructivism is the view that knowle
are created rather than existing objectively. According to Piaget's theory of cognitive development, knowledge i
schemas is constructed independently by the learner through the means of discovery. They are then expanded
assimilation and accommodation.

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While Vygotsky argues that knowledge is socially constructed through social interactions within the culture.

Difference between Piaget and Vygotsky

Some of the notable differences between the theories include their perspectives on language development, priv
cultural influences.

Difference between Piaget and Vygotsky: The role of language

Piaget's theory puts a greater emphasis on thoughts and schemas in development than on language.
language is limited to the child's stage of development and reflects rather than influences schemas.

Vygotsky views language as an important tool, in contrast to Piaget's theory, where development occurs throug
environment; here, social interaction is central. Language is an important cultural tool, which is first used by the
Knowledgeable Other to support the child and later develops into inner speech, which influences the way childr
them to guide themselves when problem-solving and self-regulate their behaviour. As thought and language m
influence how children understand the world.

Difference between Piaget and Vygotsky: Private speech

Private speech is not considered to be significant for children's development in Piaget's theory. It is thought to r
egocentrism and lack of ability to take on the perspective of another person until it is replaced by reciprocal soc

Vygotsky views private speech as a step in developing verbal thoughts or inner speech. Children start with voic
loud until they can think using language; private speech is therefore considered to be an important developmen

Difference between Piaget and Vygotsky: The role of Culture

Piaget's stages of cognitive development were proposed to be universal across genders and cultures. Therefor
views cognitive development as universal and independent of cultural influences.

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In contrast, according to Vygotsky, cognitive development is greatly influenced by culture. Children learn cultura
language and symbols associated with the culture, which later shape how they understand the world.
How adults interact with children and the amount of scaffolding they provide will also differ across cultures resu
differences in children's development.

Piaget vs Vygotsky chart

Similarities and differences between the theories can be illustrated using a chart, demonstrating how the two th
complement each other.

Piaget vs Vygotsky chart, StudySmarter Originals

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Piaget vs Vygotsky - Key takeaways

• Piaget's theory focuses on the importance of schemas, which precede language development. Schemas
frameworks developed through independent exploration of the environment that guide children's behavio
expectations.
• Vygotsky proposed that cognitive development occurrs through social interactions and emphasises the im
cultural tools, including language. Language is first used for communication and scaffolding to encourage
and later internalised to allow children to self-guide their behaviour and cognition.
• Both theories are constructivist, acknowledge children's cognitive limits and support child-centred approa
learning in education.
• Piaget argued that cognitive development occurs in four distinct and universal stages. Vygotsky rejected
universal stages and posited that culture deeply guides and influences cognitive development.
• While Piaget doesn't attribute importance to language and private speech in cognitive development, Vygo
language as central for learning and capable of influencing how children understand the world.

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