First of all both of the Vygotsky's and Piaget's theories interested in particular facet of the cognitive development. However, Piaget's theory stresses the value of stages (sensorimotor(0-2 years), pre-operational(2-7 years), concrete operational(7-11 years) and formal businesses) for cognitive development, and learning as a function of age; according to Vygotskian point of view, development process from delivery to death is too complicated to to be defined by levels( Driscoll, 2005). Also, both of the ideas belived that learning occurs from labor and birth to death so that it is a continous process. For both of the two theories, knowledge is inside for learner. For Vygotksy, learning occurs begins as communal activities by interacting with other people and folks internalize these procedures and may use them individually. For Piaget, specific acquire knowledge off their interaction with the earth and then take those principles and is practical the entire world through cognitive schemes and these techniques are changed therefore of individual actions on objects on the planet. So, children may learn participating in his gadgets.
Piaget and Vygotsky also vary in conditions of the view of learning and development. While Piaget's theory suggests that after cognitive development, learning occur, Vygotsky's theory says that learning can lead development and sometimes after development learning occurs.
Another similarity between the ideas of Piaget and Vygotsky is the acquisition of talk. Both of them considered that acquisition of conversation is the major activity in cognitive development. However, they change from each other in conditions of the view of egocentric conversation. For Piaget, egocentric conversation is the attribute of preoperational level and this speech disappears when child moves from preoperational to concrete operational level (Gredler, 2005). Egocentric conversation demonstrates the egocentric thoughts, thoughts and reasoning habits for a preoperational child. In contrast, relating to Vygotksy's perspective, egocentric (private) speech does not disappear but becomes internal speech. Additionally, egocentric speech can be an important transitional stage between social speech and inner talk. Inner speech shows the verbal thoughts for Vygotskian perspective and folks think verbally to steer their pondering and actions throughout their life.
Instructional approaches
Piaget's instructional strategy is dependant on constructivism. Regarding to Piaget's theory knowledge can be an specific constructs. The major process of instruction is to use methods which include prior knowledge and the techniques that cause assimilation and accommodation. For Piaget, helping the spontaneous research of the child gives opportunities for interacting with physical world and may lead breakthrough learning (Gredler, 2005). On the other hand, Vygotsky implies the guided finding in the class room that students remain receving the help of more knowledgeable spouse during discovery process. For Piagetian Point of view, causing cognitive issue by surprising students can gain students' attention and lead to seem sensible the entire world through cognitive schemes. Also, while Piaget's theory emphasizes that the instructions should be designed taking students' developmental stage into account because students do not yet contain the mental capacity to solve such problems Vygotsky's theory offers encouragement and providing assistance by means of scaffolding, to be able to the learner to attempt and solve the trouble. Corresponding to Vygotsky, with the aid of more knowledgeable spouse the child can complete a task when he cannot do unassisted. This pertains the area of proximal development, the gap between what child can do individually and what child can do with assistance, is one of the most important conditions of Vykotsky's theory. In both of the theories teaching should be designed taking students 'effective involvement into account.
For Vygotsky learning is a communal process and begins as communal activities by getting together with other people and people internalize these procedures and can use them independently. So, applications of the idea in instructions should entail social connections and a led instructor or expert. Also, Piaget gives importance peer training for learning. Instructional scaffolding, reciprocal coaching, peer collaboration and apprenticeship are some applications of Vygotsky's theory which involves social connections (Schunk, 2008). In addition, providing opportunities for course debate, allowing group work can assist in improving learning in a cultural environment.
Role of teacher
For both Vygotksy and Piaget, professor has role as facilitator and guide. But guidiance of instructor is a lot more in Vygotsky than Piaget. Corresponding to Vygotskian perspective tutor is one of the required factors for instructing as they are more ready than students. For Vygotsky, teacher immediate students while scaffolding process and try to provide assistance about how exactly the learner can achieve his goal even without the assistance. A Vygotskian teacher's goal is creating self-regulated learners. In Vygotsky's theory, role of professors is to provide the guidance required for learners to bridge the distance between their current skill level and a desired skill level. But for Piaget, teacher is an organizer who guides rousing plan and research. Tutor promotes stimulate and support exploration and technology and discover and what provides disequilibrium and attention for children as well as how to use it within an appropriate way.
Social aspect
Like Vygotksy, Piaget also believes that cognitive skills develop through productive interaction. Piaget emphasizes the value of interaction that leads disequilibrium among peers. He views public interactions as source of cognitive turmoil, equilibrium, and development. However, the basis of Vygotksy's theory is interpersonal interaction and culture. Vygotksky seems communal relationship as only way of learning. Corresponding to Vygotksy, people learn with communal conversation from environment then build knowledge individually.
Vygotksy's theory empasizes that each higher mental function was interpersonal or public before, then it became an interapersonal mental function. However; for Piaget sociable interaction is one of the various tools that help take place disequilibrium.
Prior knowledge
For For both Vygotksy and Piaget's give importance prior knowledge form different facets. In Piaget's theory children acquire new knowledge with accommodation and assimilation of existing knowledge. So, previous knowledge can be an important term in learning for Piagetian point of view. Prior knowledge also very important to Vygotskain view in terms of scaffolding. Because, educator need to provide less assistance when there is more prior proficient person.
Role of the learner
For Piaget and Vygotksy learner are dynamic in learning techniques. According to Piaget, learner acquires his own form of existing knowledge through their personal structure of knowledge. For Vygotsky, children learn in a sociable interaction in a communal environment, while for Piaget learning is manufactured by the learner individually. Vygotsky cases that in learning process learner requires assistance of teacher or more able peers. The guide of others is not viewed as much as with Piaget's theory as in Vygotsky's theory.
