1. KNOWLEDGE AND MEANING ARE CONSTRUCTED BY THE INDIVIDUAL
EMMANUEL KANT
KNOWLEDGE AND MEANING ARE CONSTRUCTED BY THE INDIVIDUAL
CONSTRUCTIVISM
INDIVIDUALS INTERPRET SENSORY INFORMATION AND CONSTRUCT PERSONAL, SOCIAL, AND CULTURAL MEANING
IT IS THE MEANING OF OUR EXPERIENCES, AND NOT THE ONTOLOGICAL STRUCTURE OF THE OBJECTS, WHICH CONSTITUTES REALITY

2. COGNITIVE-DEVELOPMENTALTHEORY
JEAN PIAGET
COGNITIVE-DEVELOPMENTALTHEORY
“A STUDENT WHO ACHIEVES KNOWLEDGE THROUGH FREE INVESTIGATION AND SPONTANEOUS EFFORT WILL BE ABLE TO RETAIN THAT KNOWLEDGE AND WILL HAVE ACQUIRED A METHODOLOGY THAT CAN SERVE FOR A LIFETIME.”

3. “The central fact about psychology is the fact of mediation.”
Lev Vygotsky

4. COGNITIVE CONFLICT ACTIVE AGENCY Adaptation Disequilibrium
Biological Factors
Environmental Factors
BEHAVIOR
Cognitive Development
MEDIATING MECHANISMS
Individual as active agent -emphasis on interpretation of information and on construction of meaning
Developmental stages
COGNITIVE CONFLICT
ACTIVE AGENCY

5. WHAT CRITICAL ELEMENTS SEEM TO BE DE-EMPHASIZED IN PIAGET’S THEORY OF COGNITIVE DEVELOPMENT?

6. 2. CRITICAL ROLE OF LANGUAGE 3. IMPORTANCE OF ASSISTED LEARNING
1. HUMAN LEARNING CANNOT BE UNDERSTOOD INDEPENDENT OF THE SOCIAL AND CULTURAL FORCES THAT INFLUENCE INDIVIDUALS**
2. CRITICAL ROLE OF LANGUAGE
3. IMPORTANCE OF ASSISTED LEARNING

7. The development of mind is the interweaving of biological development of the human body and the appropriation of the cultural/ideal/material heritage which exists in the present to coordinate people with each other and with the physical world.
Lev Vygotsky
from: Beyond the Individual-Social Antimony in Discussions of Piaget and Vygotsky, by Michael Cole and James Wertsch

8. SOCIAL-HISTORICAL THEORY OF COGNITIVE DEVELOPMENT
LEV VYGOTSKY
SOCIAL-HISTORICAL THEORY OF COGNITIVE DEVELOPMENT
SOCIAL AND CULTURAL INTERACTIONS ARE CRITICAL TO LEARNING
INDIVIDUALS CREATE PSYCHOLOGICAL TOOLS TO LEARN AND TO MASTER THEIR BEHAVIOR

9. BEHAVIOR Mediating mechanisms Social Process Cultural influences
Development
Biological Factors
Environmental Factors
with emphasis on Sociocultural factors
Mediating mechanisms
Social Process
Instruction (Zone of Proximal Development)
Cultural influences
- Tools and signs
- Cultural artifacts
- Language

10. THE ZONE OF PROXIMAL DEVELOPMENT
“ is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined
through problem solving under adult guidance or in collaboration with more capable peers”
Lev Vygotsky, 1935

11. POTENTIAL LEVEL
ACTUAL LEVEL
LEARNING
ZPD
INSTRUCTION

12. POTENTIAL LEVEL
ACTUAL LEVEL
ZPD

13. SOCIAL (Cultural) MEDIATION
Biological Factors
Environmental Factors
with emphasis on Sociocultural factors
BEHAVIOR
Development
Cultural influences
- Tools and signs
Mediating mechanisms
Social Process
Instruction (Zone of Proximal Development)
SOCIAL (Cultural) MEDIATION

14. VYGOTSKY PIAGET CONCEPTUAL DIFFERENCES BETWEEN
and
1. COGNITIVE DEVELOPMENT IS PRIMARILY A FUNCTION OF
SOCIO-CULTURAL INTERACTION Adult-child interaction
INDIVIDUAL CONSTRUCTION Active agency
. . . but see Cole and Wertsch’s Beyond the Individual-Social Antimony in Discussions of Piaget and Vygotsky

15. CONCEPTUAL DIFFERENCES BETWEEN
VYGOTSKY
PIAGET
and
2. ROLE OF LANGUAGE AND PRIVATE SPEECH
LANGUAGE CRITICAL - EGOCENTRIC SPEECH BECOMES THOUGHT THAT IS SELF-REGULATING
COGNITION CRITICAL -EGOCENTRIC SPEECH DISAPPEARS AS SOCIAL SPEECH DEVELOPS
COGNITION MEDIATES LANGUAGE
ONCE LANGUAGE DEVELOPS, COGNITION IS LANGUAGE

16. HOW CAN I KNOW WHAT I THINK UNLESS I HEAR WHAT I SAY?
Dean Acheson

17. CONCEPTUAL DIFFERENCES BETWEEN
VYGOTSKY
PIAGET
and
3. HOW DO CHILDREN LEARN BEST?
SOCIAL INTERACTION
INSTRUCTION DEPENDENT
ASSISTED LEARNING (ZPD)
SCAFFOLDING
COGNITIVE SELF-INSTRUCTION guided by inner speech
INDIVIDUAL CONSTRUCTION
STAGE DEPENDENT
SELF-DIRECTED, SELF-INITIATED**
EXPERIMENTATION
INDEPENDENT MASTERY
EXPLORATION, DISCOVERY
INTERNAL SE
LF-REGULATION

18. CONCEPTUAL SIMILARITIES BETWEEN
VYGOTSKY
PIAGET
and
1. PARADIGMATIC CONSISTENCY
SOCIAL CONSTRUCTIVISM with an ever so slight lean toward nurture
COGNITIVE CONSTRUCTIVISM with an ever so slight lean toward nature

19. CONCEPTUAL SIMILARITIES BETWEEN
VYGOTSKY
PIAGET
and
2. FOUNDATION OF HUMAN DEVELOPMENT
SOCIOCULTURAL MEDIATION
HUMAN DEVELOPMENT IS IS AN INTERMINGLING OF BIOLOGICAL AND SOCIAL FACTORS -“THE NATURAL AND THE CULTURAL” - THAT FORM A SINGLE LINE OF SOCIOBIOLOGICAL FORMATION OF PERSONALITY
GENETIC EPISTEMOLOGY
HUMAN DEVELOPMENT IS AN INTERACTION BETWEEN BIOLOGY AND ENVIRONMENT PRIMARILY MEDIATED BY AN INDIVIDUAL’S ACTIVE CONSTRUCTION OF MEANING

20. CONCEPTUAL SIMILARITIES BETWEEN
VYGOTSKY
PIAGET
and
3. SOCIAL INFLUENCE ON LEARNING
THE IMPORTANCE OF ASSISTED LEARNING TO REACH THE ZONE OF PROXIMAL DEVELOPMENT
THE IMPORTANCE OF SOCIAL EXCHANGE DURING THE PROCESS OF EQUILIBRATION
DeVries, R. (1997). Piaget’s Social Theory, Educational Researcher, 26(2), 4-17.
Link to detail

21. Piaget’s Cognitive Periods and Approximate Ages Table 2.2
1. The Sensorimotor Period-Birth to months
2. The Preoperational Period-2 to 7 years
3. The Concrete Operational Period-7 to 11 years
4. The Formal Operational Period-over 11 years 3

22. Piaget on Language and Thought Table 2.4
Outstanding Language
Equivalent
Period (age in years)
Characteristics
Sensorimotor (0-2)
Preoperational (2-7)
Concrete Operational (7-11)
Formal Operational (over 11)
1. Egocentrism
2. Organization of reality by
sensory and motor abilities
1. Increasing symbolic activity
2. Beginnings of representation
1. Reversibility
2. Conservation
3. Seriation
4. Classification
1. Development of logico-
mathematical structures
2. Hypothetico-deductive
reasoning
Language absent until final
months of period
1. Egocentric speech
2. Socialized speech
1. Beginnings of verbal
understanding
2. Understanding related to
concrete objects
1. Language freed from the
concrete
2. Verbal ability to express
the possible 4

23. Vygotsky’s Theory-Basics
Concept of development
The social origin of mind
Speech and development 5

24. Vygotsky and Stages of Language Development
Preintellectual speech
Naive psychology
Egocentric speech
Inner speech 6

25. Key Differences Between Piaget and Vygotsky Table 2.5
Perspective
Basic
psychological
mechanism
Language
Learning
Problem solving
Individual child constructs view of world
by forming cognitive structures -“the little
scientist”
Equilibration-child acts to regain equilib-
rium between current level of cognitive
structures and external stimuli
Emerges as cognitive structures develop
Assimilation and accommodation lead to
equilibration
Child independently searches for data
needed to change cognitive structures,
thus enabling child to reach solution
Child’s cognitive development progresses
by social interactions with others (“social
origins of mind”)
Social interaction, which encourages devel-
opment through the guidance of skillful
adults
Language begins as preintellectual speech
and gradually develops into a sophisticated
form of inner speech; one of the main
forces responsible for cognitive develop-
ment
Learning results from the interaction of
two processes; biological elementary
processes (such as brain development),
plus sociocultural interactions
Two aspects of problem solving: 1. Key role
of speech to guide “planful” behavior;
2. Joint efforts with others 7