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STAFFORDSHIRE UNIVERSITY – FACULTY OF SCIENCES
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Student Registration No: fv008167 | Date of Birth: 24/06/80 |
Module Leader: Erica Lucas | Module Code: SHS85110-1-240908-020509 |
Module Title: Introductory Psychology |
Assignment title: Discussion and contrast of Piaget and Vygotsky’s approaches to Cognitive Development |
Required Word Range: 1-1500 | Actual Word Count: 1535 |Date of Submission: 30/04/08 | I have been diagnosed as dyslexic: (please if appropriate) |

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Running head: DISCUSSION AND CONTRAST OF PIAGET AND VYGOTSKY’S APPROACHES TO COGNITIVE DEVELOPMENT

Discussion and contrast of Piaget and Vygotsky’s approaches to Cognitive Development
Angel FranciscoFiscal Woodhouse
Staffordshire University- Stoke on Trent

In partial fulfillment of the requirements for Introductory Psychology Erica Lucas 24/04/2009

Discussion and contrast of Piaget and Vygotsky’s approaches toCognitive Development
Cognitive development refers to the changes in knowledge about the world or specifically, to the development of sensation, perception, the ability to learn, reason, and problem solving skills. Two important theories have arisen to account for children’s process of cognitive development: Piaget´s and Vygonsky’s respective theories of cognitive development have influenced educationand child psychology the world over. Comparing these theories will lead to better understanding of cognitive development and as a whole. It will be argued that although both theories provide important and complementary insights into Developmental Psychology, Vygonsky’s theory presents a more comprehensive and flexible approach to the development of human cognition.
Piaget’s Theory:
Jean Piaget,whose cognitive theory was heavily influenced by biology, divided human cognitive growth into four developmental periods. He viewed human cognition as an adaptive process, in which the native cognitive powers that humans possess adapt to a particular environment by acquiring cognitive structures, mental representations or rules that are used for understanding and dealing with the world and forthinking and solving problems, mainly in the form of schemata, mental representations or sets of rules that define a particular category of behavior, and concepts, metal structures or rules that describe the proprieties of environmental events and their relations to other concepts.
Piaget described the acquisition of information as assimilation—the use of available cognitive structures to gain...