Please enable JavaScript.
Coggle requires JavaScript to display documents.
Vygotzky and Piaget - Coggle Diagram
Vygotzky and Piaget
-
-
Vygotzky: scaffolding
The assistance given by a more experienced person, such a parent, teacher, or peer, to help a student complete a task or find a solution to an issue that they were unable to address on their own
levels of help
There are 5 of them
-
-
-
-
independent performance: for an example now the father would say the child must try to write their name on their own
Children actively create their knowledge and awareness of the world via their interactions with their surroundings, according to both Piaget and Vygotsky. They emphasized the value of practical experience.
Piaget and Vygotsky agreed that it's critical to provide kids the right kind of assistance in order to promote learning. In contrast to Piaget, who concentrated on inherent cognitive conflict and individual discovery, Vygotsky stressed the idea of scaffolding—the provision of short-term assistance by more experienced people to help learners complete activities that fall within their zone of projection.
The importance of social contact for cognitive development was acknowledged by both thinkers. While Vygotsky highlighted the function of more knowledgeable people, such as parents, teachers, and peers, in scaffolding children's learning, Piaget emphasized the value of peer interactions in questioning and honing children's thinking.