What are the major facets of each theory, the strengths and limitations of each, and relevant current research from the past three years pertaining to each

PSY 319 FINAL PROJECT PLEASE PROMPT, INFO, & DIRECTIONS

Overview

The final project for this course is the creation of an  individual research paper that compares and contrasts Piaget’s theory of cognitive development with Vygotsky’s sociocultural theory. Your paper should include the major facets of each theory, the strengths and limitations of each, and relevant current research from the past three years pertaining to each theory. 

Guidelines and Milestones

Students will submit a research paper that compares and contrasts Piaget’s theory of cognitive development with that of Vygotsky’s sociocultural theory.

Milestone Three:  Final Research Paper

· A Word document that includes five pages (not including the title page, abstract, or reference page) and at least three to five academic references

· ALL PARAGRAPHS MUST CONTAIN A MINIMUM OF FIVE (5) SENTENCES EACH!!!

· References are properly formatted according to APA formatting

· Compares and contrasts Piaget’s theory of cognitive development with Vygotsky’s sociocultural theory

· A complete, polished artifact containing  all of the main elements of the final product

· It should reflect the incorporation of feedback gained throughout the course

· Graded separately using the Final Product Rubric (below)

What to Submit

Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

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Abstract

Shalonte Cross

Southern New Hampshire University

PSY 319: Social Development Child/Adolescent

Professor Krista Bridgmon

October 6, 2024

A comparison of the nature of cognitive development theories by Piaget and Vygotsky reveals that, while the two are informative on learning in some ways, they apply different emphases. Principle of continental descriptors: Piaget has put forward four stages of development, namely sensorimotor, preoperational, concrete and formal operational and the learning is attained by discovering it on one’s own and through the environment. Current research depicts and indeed endorses Piaget’s stage theory but indicates that flexibility should be considered since children may display cognitive skills at an earlier age than as proposed in the stage theory (Veraksa et al., 2022). This has led to changes in modern education systems, which are taking shape to make it possible to have diverse learning methodologies.

Vygotsky’s sociocultural theory focuses on the child’s ability in the context of learners and others in society. His idea of a zone of promoted development asserts that children can achieve a higher cognitive plane than they can do alone when receiving assistance from other, more knowledgeable individuals such as other learners or adults. This is further confirmed by current studies, especially on interpersonal learning situations, as peer interaction enhances mental development (Tzuriel et al., 2021). It is also important to discuss that Vygotsky highly valued the role of the social context of learning. At the same time, contemporary approaches to learning have also focused on peer learning.

Unlike the previous theories, both regard children as active learners, although the emphasis is on individuated learning. New studies reveal that integrating Piaget’s independent discovery of knowledge and guided learning from Vygotsky provides better results (Khadidja, 2020). This hybrid model conforms to the current principles of education, where people tend to work independently but are supported by social constructs.

Specifically, Piagetian learning theory is used to stage learning activities appropriately, while Vygotskyian notion is used to structure peer learning content and process. Studies reveal that both the high-impact mode and the low-impact mode combined to enhance vendor equity. Independent learner mode with social interaction mode improves the depth of learning and results in teaching fabrics that can effectively manage diverse learners (Zhang, 2022).

References

Khadidja, K. (2020). Constructivist theories of Piaget and Vygotsky: Implications for pedagogical practices.

Tzuriel, D., & Tzuriel, D. (2021). The sociocultural theory of Vygotsky. Mediated learning and cognitive modifiability, 53-66.

Veraksa, N., Colliver, Y., & Sukhikh, V. (2022). Piaget and Vygotsky’s play theories: The profile of twenty-first-century evidence. In  Piaget and Vygotsky in XXI century: Discourse in early childhood education (pp. 165-190). Cham: Springer International Publishing.

Zhang, J. (2022). The Influence of Piaget in the Field of Learning Science.  Higher Education Studies,  12(3), 162–168.

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Annotated Bibliography

Shalonte Cross

Southern New Hampshire University

PSY 319: Social Development Child/Adolescent

Professor Krista Bridgmon

October 13, 2024

Huang, Y. C. (2021, May). Comparison and contrast of Piaget and Vygotsky’s Theories. In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021) (pp. 28-32). Atlantis Press.

In the article under discussion, Huang (2021) specifically focuses on the differences between Piaget and Vygotsky’s theories, highlighting the contrast between Piaget’s cognitive development stages and Vygotsky’s sociocultural theory. Piaget is considered to be more concerned with learning that take place between an individual and the environment, whereas, Vygotsky is considered to be more concerned with social learning. The paper is aimed at scientific and academic readership, particularly students and scientists interested in developmental psychology. The author Huang has both subject expertise in educational psychology and the research publication enhances credibility due to presentation in a conference. This work differs from Smolucha & Smolucha (2022) that is devoted to the uses of Vygotsky in the early years. This is useful for my research because it illustrates that each theorist has a different perception of the learning process, making for easy side-by-side comparison.

Smolucha, L., & Smolucha, F. (2022). Vygotsky’s theory in-play: early childhood education. In The Influence of Theorists and Pioneers on Early Childhood Education (pp. 53-67). Routledge.

In this article, Smolucha & Smolucha (2022) bring a more practical approach to using Vygotsky’s theory where it applies in early years education. It describes how Vygotsky’s assertions of play and social nature of learning bearing on teaching practices and learning spaces. The authors are two experienced scholars of educational psychology and their best audience is educators and researchers in the field of early childhood education. It also differs from Kilag et al.’s (2022) work, where Piaget’s theory informs the use of technology during the pandemic. Smolucha & Smolucha (2022) focuses more on social aspects of learning, closer to the Vygotsky’s initial vision, giving the insights that will shed the light on the role of social interaction in the development of cognition as opposed to Piagetian more individualistic view.

Kilag, O. K. T., Ignacio, R., Lumando, E. B., Alvez, G. U., Abendan, C. F. K., Quiñanola, N. A. M. P., & Sasan, J. M. (2022). ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget’s Cognitive Development Theory. International Journal of Emerging Issues in Early Childhood Education, 4(2), 42-54.

Kilag et al. (2022) study how cognitive development theory by Piaget may contribute to the use of ICT in primary learning environment during COVID-19 pandemic. This paper concentrates only on two of Piaget’s stages, the concrete and the formal operational stage, exploring how these stages may be applied to the provision of ICT-based instruction. The authors are a group of educators and academic professionals in the field of instructional technology and developmental theory, their work should be of paramount interest to anyone interested in developmental theory applied to technology-enhanced learning environments. Compared to Hooser & McClain (2022) which offered a brief view of the major learning theories including the Piaget and Vygotsky theories, this work is unique. Kilag et al. (2022) supplement the description of Piaget’s theory with the presentation of specific applications of the theory for today’s schooling, which enhances my cognition of how the stages in cognitive development may be used in the modern learning process.

Hooser, A., & McClain, J. (2022). Key Theories of Learning and Development. EESE 2010 Introduction to Education.

In their comprehensive guide to educational theory, Hooser and McClain (2022) also include brief introductions to Piagetian and Vygotskian theories about learning and development. The work comes under the level expected of an undergraduate education student, but the reader is presented with a clear, if short, comparison of the two theorists. The authors have a good background in education which makes their overview more authoritative. Unlike the comprehensive research of Huang (2021) comparing Piaget and Vygotsky, Hooser and McClain (2022) presented basic information for people who are not familiar with these theories. I will find this resource useful in my work as it sets up a general context in how Piaget and Vygotsky theories were developed within learning and development theories framework.

References

Huang, Y. C. (2021, May). Comparison and contrast of Piaget and Vygotsky’s Theories. In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021) (pp. 28-32). Atlantis Press.

Hooser, A., & McClain, J. (2022). Key Theories of Learning and Development. EESE 2010 Introduction to Education.

Kilag, O. K. T., Ignacio, R., Lumando, E. B., Alvez, G. U., Abendan, C. F. K., Quiñanola, N. A. M. P., & Sasan, J. M. (2022). ICT Integration in Primary School Classrooms in the time of Pandemic in the Light of Jean Piaget’s Cognitive Development Theory. International Journal of Emerging Issues in Early Childhood Education, 4(2), 42-54.

Smolucha, L., & Smolucha, F. (2022). Vygotsky’s theory in-play: early childhood education. In The Influence of Theorists and Pioneers on Early Childhood Education (pp. 53-67). Routledge.

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