EDC11ES ASSIGNMENT 1

DUE DATE: 15 MARCH 2024

SURNAME INITIALS STUDENT NUMBER

KOLISANG L.A 224024867

MOKHETHI R. A 224130194

ZABUTSHANA L 224044724

PEAKE K 223042570

MACHOBA K 222094573

MERAFE P 224107124

TSHOEUTE B. W 223050725

RADEBE M.S 222055312

YENDE TP 224000137

NONTSIMI L 224024155

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Table of Contents
Pages

1. Introduction 3

2. Comparison between Piaget and Vygotsky 3

3. Emphasis on social interaction of Piaget and Vygotsky theories 4

4. Roles of adults and peers 4

5. Zone of Proximal Developmental 5

6. Assimilation and Accommodation 6

7. Conclusion 7

8. References 8

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Introduction

We stay withinside the international in which an instructor is an extra informed different

and we find out psychologists Jean William Fritz Piaget and Lev Vygotsky. Jean William
Fritz Piaget believed that youngsters act as "Little Scientists", and they may be able to
explore their surroundings to advantage expertise and he discovered that youngsters try
this clearly without adult intervention due to the fact he had a perception that youngsters
are lively leaners. Lev Vygotsky believed that adults in society foster's youngsters’
cognitive improvement via way of means of concerning them in difficult and significant
activities, as adults deliver to youngsters how their lifestyle translates and reply to the
international. The significance of those theories is that Vygotsky's principle’s locations
on guiding kid's studying thru their interplay with an extra informed different and Piaget
furnished assist for the concept that youngsters suppose in a different way than adults.
These psychologists the primary one discovered that network performs an important
function withinside the technique of creating which means as he believed that a very
good society make an infant extra confident, highbrow and the second one psychologist
discovered youngsters research exceptional while they may be given the possibility to
find out know-how or do matters themselves in place of studying thru direct.

Comparison between Piaget and Vygotsky

PIAGET VYGOTSKY
Piaget believed that children and Vygotsky’s socio-cultural theory was
adolescents went through stages based based on his belief that children learned
on maturation and cognitive development. through the social, cultural interactions in
their experiences.
Piaget believed that children were active Vygotsky believed children were active
learners in their own development. learners in their own development.
Piaget believed egocentric speech played Vygotsky believed egocentric speech
a role in cognitive development played a role in cognitive development.

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Emphasis on Social interaction of Piaget and Vygotsky theories.
Piaget’s theory emphasizes on social interaction:
According to Piaget’s theory he described and explained the changes in logical thinking
of children and adolescents were Piaget proposed that children proceed through four
stages based on maturation and experience. Briefly, he proposed that.
 Children are active learners who construct knowledge from their environment.
 Children learn through assimilation and accommodation and cognitive
development occurs through equilibration.
 Children interaction with physical and social environments is key for cognitive
development.
 Development occurs in stages.
Vygotsky’s theory emphasis on social interaction
According to Vygotsky’s theory focused on the role of culture and social interactions
were Lev Vygotsky maintained that speech is a major psychological tool in the
child’s development of thinking. As children age and develop, their basic speech
becomes complex. Briefly, Vygotsky’s theory is guided by six major assumptions:
 Children develop through informal and formal conversation with adults.
 The first few years of life are critical for development, as this is where thought
and language become increasingly independent.
 Complex mental activities begin as basic social activities.
 Children can perform more difficult tasks with the help of a more advanced
individual.
 Tasks that are challenging promote cognitive development growth.
 Play is important and allows children to stretch themselves cognitively.
Roles of adults and peers
Piaget’s theory contributing to learning and development:
According to Piaget’s theory concerning the importance of peer relationship in a child’s
development was the potential for peer experiences to help a child realize that his
understanding was surely personal and individualistic.
Current Educational Practice: Peers learning
It has grown to be common in lots of colleges.

for instructors to require that scholars’ paintings in teams to finish instructional tasks.
Such peer paintings might take area at some stage in magnificence time or as a part of

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a home paintings assignment. When assigned as homework, peer tasks regularly
require the students’ families to coordinate their schedules so that scholars can discover
a time and an area to do the specified paintings. These distinctive contexts for peer
getting to know activities are mentioned withinside the subsequent phase of this article.
Regardless of the setting, or the specific curriculum area, the underlying concept is that
student success could be more advantageous while peer activities are a part of the
educational process. The important purpose of the use of peer getting to know in
colleges is to sharpen instructional abilities consisting of listening and communication,
and to decorate challenge depend mastery through promoting deeper degrees of
information primarily based totally on dialogue and a loose trade of ideas.

Vygotsky’s theory contributing to learning and development:

According to Vygotsky’s theory, the role of adults or more advanced peers is to support,
direct and organize the child’s learning, in the step prior to the child being able to master
these facets, having internalized the behavioral and cognitive structures that the activity
demands.
Zone Of Proximal Developmental
This idea is extra informed and is associated with one of the Vygotsky’ paintings on
cognitive improvement of an infant. It is referring to the distinction among what an infant
can reap independently without the help of a teacher. Lev Vygotsky cognizance extra on
social interplay as gaining knowledge of tool, debating that a youngsters will now no
longer attain their complete capability if they may be left alone (Saul Mcleod, 2024)

Lev Vygotsky advanced three levels that an infant may also fell in while gaining
knowledge of takes an area the primary one is Tasks a learner cannot accomplish with
Assistance, and the second one is Tasks a learner can accomplish with Assistance and
the closing level is Tasks a learner can accomplish without help said by (Kendra Cherry,
2023)we are able to provide an explanation for extra approximately this three levels

 Tasks That a Learner Cannot Accomplish with Assistance

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 Sometimes a teacher can give learners a math question and try to help them to
solve it, but they cannot solve. It is because they are outside the learner’s ZDP, so
teachers must change the question and give them a question that accommodate
them.

 Tasks That a Learner Can Accomplish with Assistance

A learner can be close to solve a question but still needs some help from a teacher to
solve that question, in this case a learner is considered to be in their ZDP.

 Task A Learner Can Complete Without Assistance

At this stage a learner no longer needs an assistance from a teacher to solve a

question. Now a learner has mastered the skill, and a teacher can increase the level of
questioning.

Scaffolding
Children, teachers, and peers can all learn together and cooperatively according to
Vygotsky’s idea. Scaffolding
and reciprocal teaching are successful pedagogical approaches grounded in Vygotsky's
theories.
By using scaffolding, a teacher can assist students in mastering abilities that are just a li
ttle bit above their current level by offering a support structure.
.
Assimilation and Accommodation
Piaget’s theory assimilation and accommodation
The cognitive process of integrating new information with your preexisting worldview is
known as assimilation.

In essence, you use the knowledge you currently possess to help you process and mak
e sense of new information.
One aspect of the adaption process that Jean Piaget first postulated is referred to as as
similation.
We absorb new knowledge or experiences and assimilate them into our preexisting con
cepts.

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The method is a little subjective since we often alter events or data to confirm our preco
nceived notions.
The process of assimilation is crucial to our understanding of the world we live in.
Children in their early years are continuously adding fresh experiences and information t
o what they already know about the world.

.( Kendra Cherry, MSEd , 2022)

Vygotsky’s theory assimilation and accommodation
Vygotsky's theory says that social interactions help children develop their ability to use
language. According to Vygotsky, there are three stages/forms of language in the
development process:

 Social speech - communication between children and others (usually from the
age of 2)

 Private speech - private speech that is directed to the self but has not yet been
internalised (usually from the age of 3)

 Silent inner speech - a child's internal monologue (usually from the age of 7)

Conclusion
Giving kids opportunity was emphasized by Piaget for self-sufficient. Vygotsky’s
perspective on learning emphasizes the value of fostering children’s development, while
Piaget’s approach to learning emphasizes self-directed exploration with minimal
guidance from teachers.

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REFERENCE LIST

 https://www.google.com/url?q=https://www.gowriensw.com.au/thought-leadership/vygotsky-
theory%23:~:text%3DVygotsky%27s%2520theory%2520says%2520that%2520social,from
%2520the%2520age%2520of
%25202)&sa=U&ved=2ahUKEwjC6qey7PWEAxWEW0EAHSfdCgwQFnoECA0QBQ&usg=A
OvVaw0eXbBKoaphJu2WsfrlCPa7
 Kendra Cherry, MSEd , Updated on October 29, 2022
 De Lisi, R., & Goldbeck, S.L. (1999). The implications of Piaget’s theory for peer
learning.
 https://study.com/learn/lesson/piaget-vs-vygotsky-theories-differences-purpose.html
 https://www.verywellmind.com/jean-piaget-biography-1896-1980-2795549#:~:text=Piaget’s
%20Contributions%20to%20Psychology&text=He%20provided%20support%20for%20the,in
%20cognitive%20and%20developmental%20psychology
 De Lisi, R., & Golbeck, S.L. (1999). The implications Of Piaget’s theory for peer
learning. In A. O’Donnell & A. King (Eds.), Cognitive perspective on peer learning
(pp. 3-37). Hillsdale, N Erlbaum.
 DeVries, R. (1997). Piaget’s social theory. Education- Al Researcher, 26, 4-17.
 DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of
theories and educational practices. New Ideas in Psychology, 18, 187

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