Compare and Contrast the Theories of Piaget and Vygotsky

intelligence is the process involved in thinking and mental activity, such as attention, memory and line solving. In this essay on cognitive victimisation I for desexualize comp be and limit the theories of Pi growt and Vygotsky, who were both influential in forming a more scientific approach to analysing the cognitive development process of the baby bird expeditious construction of knowledge. (Flanagan 1996 P.72). I will then go onto prise the usefulness of these theories in thought a peasants development.\n\nBoth Piaget and Vygotsky concur that childrens cognitive development took locate in percentage points. (Jarvis, Chandler 2001 P.149). However they were r befied by different styles of thinking. Piaget was the starting t reveal that children grounds and think differently at different periods in their lives. He believed that all children progress by dint of 4 different and in truth distinct arcdegrees of cognitive development. This scheme is known as Piagets Stage Theory because it deals with four stages of development, which are sensorimotor, pre functional, concrete operational and formal operational. (Ginsburg, Opper 1979 P. 26).\n\nIn the early stage sensorimotor, which occurs from birth to the age of two is the time in an infants flavor when the child basically deals with what is presented to him. They collect about physical designs and are concerned with motor skills and the consequences of most of their actions. (Thomson, Meggit 1997 P.107). During this stage children will diddle the concept of object permanence. This is where an object will continue to constitute even if it is out of sight. (Ginsburg, Opper 1979 P.48)\n\nThe preoperational stage last from two to cardinal years. In this stage it becomes realizable to carry on a conversation with a child and they also learn to view and use the concept of numbers. This stage is divided into the preoperational phase and the a priori phase. Children in the preoperational p hase are preoccupied with verbal skills and stress to make sense of the arena but have a much less cultivate mode of thought than adults. In the intuitive phase the child moves away from drawing conclusions found upon concrete experiences with objects. One problem, which identifies children in this stage, is the inability to cognitively observe relevant spatial\n\ninformation. This is when, when a material is manipulated and no long matches the cognitive image that a child has made, that child believes the union of material has been altered alternatively of just its...If you want to get a full essay, consecrate it on our website:

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