GROWTH DEVELOPMENT CHILD
VYGOTSKY
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Question
[CLICK ON ANY CHOICE TO KNOW THE RIGHT ANSWER]
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Piaget’s genetic epistemology recognizes that development is subordinated to learning, while Vygotsky’s socio-historical approach postulates that development follows learning
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Piaget’s historical-cultural perspective proposes the simultaneity of learning and development, while Vygotsky’s sociohistorical approach postulates that learning does not have a decisive impact on development
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Piaget’s genetic epistemology holds that learning follows development, while Vygotsky’s cultural-historical approach recognizes that learning does not play a decisive role in development;
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Piaget’s genetic epistemology postulates that learning follows development, while in Vygotsky’s cultural-historical approach, the only good teaching is that which precedes development.
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Detailed explanation-1: -Vygotsky argued that social learning preceded cognitive development. In other words, culture affects cognitive development. Whereas Piaget asserted that all children pass through a number of universal stages of cognitive development, Vygotsky believed that cognitive development varied across cultures.
Detailed explanation-2: -Both Piaget and Vygotsky thought learning is what leads to the development of higher order thinking. However, Piaget took a more constructivist view and focused on the individual, while Vygotsky used an active theory approach that focused on social interaction.
Detailed explanation-3: -Piaget proposed that children progress through the stages of cognitive development through maturation, discovery methods, and some social transmissions through assimilation and accommodation (Woolfolk, A., 2004). Vygotsky’s theory stressed the importance of culture and language on one’s cognitive development.
Detailed explanation-4: -Some differences between Piaget and Vygotsky were that Vygotsky believed learning was acquired through language and social and cultural interactions. Piaget believed, although learning could be acquired through peer interactions, that learning was acquired independently, and each child came to their own understanding.