This week, we continue our exploration of early childhood and the transition to middle childhood. Piaget and Vygotsky have different beliefs on how we learn and grow. Piaget's perspective suggests that we generally develop on a timetable. This may explain why a 4-year-old does not understand the abstract references in some song lyrics). Vygotsky pointed out the need for mentors. For example, Dora the explorer may help children learn Spanish because they want to emulate her. Children wanting to master basketball like Trae Young is another example.

Explain in depth by answering both questions:

(1) What do you think is the strongest evidence/argument that cognition develops according to an internal time table, as Piaget believes? (2) What do you think is the strongest evidence/argument that cognitive development can be achieved by having someone serve as a mentor or teacher, as Vygotsky believed? The evidence you use can be from personal observation or experience. How well do these perspectives explain lived experiences in the age group that you desire to work with as a professional?

As a scientist who trains emerging adults in research, I can see a comfort level with the abstract ideas that we study (e.g., ethnic identity) and a social maturity when we study sensitive topics (e.g., managing one's own triggers as we study family dynamics). Both of these support Piaget. I also see evidence of Vygotsky in that, high quality mentoring, representation of diverse faculty, and feeling like you belong are all powerful predictors of motivation for BIPOC emerging adults.