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Piaget Theories

Jean Piaget was a prominent psychologist of the 20^th Century and was a breakthrough in the development of child psychology. Piaget did not believe in the theory that knowledge was innate or priori. His theory focused on a child's knowledge and the understanding of their environment through interaction. He was able to perceive how children created schemas that helped shaped their perception, cognition and judgment of their world. He organized child development into four categories, his stages of cognitive development. The sensorimotor period (birth to age 24 months), The Pre-Operational Period (Age 2 to 7 years old), The Concrete Operational ( Ages 7 to 11 years old), and The Formal Operations Period (Ages 11 through Adolescence). Overtime, Piaget's theory has been criticized saying it's a step towards assimilation. Also, during this time, the child applies previously learned techniques to help them survive in their environment. As Accommodation is seen as the tendency of an organism to change and existing schema to a new event, such as learning a new hobby. The adaptive processes of Assimilation and accommodation become in conflict with one another, then end up creating a balanced system where further development of the child can occur. Because of this, we have learned that aa child's cognition develops as he goes through the different stages. This becomes important because further research can show that his theory of development can help clinicians guide the expectations with patients in certain age groups (Scott, 2022).

Vygotsky Theories

Lev Vygotsky believed in the Zone of Proximal Development. This development was created with the alternative of individual testing or IQ tests. He believed that static measures evaluate any "matured or fossilized" mental function. He thought that these functions must be evaluated through collaborative activities and not independent ones. He suggested that what learners could do if they worked collaborative, they could do the same thing, independently and completely the next day. The individual zones must be designed to a learners proximal level of development, or as he termed it "the upper threshold of instruction". He believed that creating the zones meant that we are helping to define a learner's futures and immediate learning. He suggested that the same means of assistance used interpersonally would be internalized and transformed by the learner themselves and then used intrapersonal. . Vygotsky's Zones of Proximal Development are the traits of the collaborations that developed the proximal level as well as the parameters for that certain individual and what it meant for their future performance. He is also best known for his general genetic law of cultural development. He stated that everyone function in the cultural development of the child appears on the stage twice, once on the social plane followed by the psychological plane. This is equal to voluntary attention, to logical memory as well as the formation of concepts and the development of will (Shabani, 2010).

Piaget and Vygotsky together showed opposing and similar ideas and theories on cognitive development. One similarity is that they both believed that cognitive development occurred in stages and that children are active learned are learning from their environment around them. Piaget believed children would reach stages as the grew and developed while Vygotsky believed that a child can learn but only to a certain degree or threshold.