An Examination and Views of Jean Piaget and Lev Vygotsky Theories

Zone of Proximal Development (ZPD) was introduced by Russian psychologist Lev Vygotsky who was known for his sociocultural theory. Vygotsky was born November 17, 1896 in Orsha, Belarus (then Russian empire) and spent his childhood in Gomel. Lev read the Torah as a child and completed his elementary education with his mother and a private tutor at home then went to public school where he graduated at the age of seventeen with a gold medal. Lev Vygotsky graduated Moscow State University with a law degree in 1917; he also studied: sociology, linguistics, psychology, and philosophy. In 1924 Vygotsky gave presentation at the Second All-Russian Psychoneurological Congress where he was offered a position and started attending the Institute of Psychology in Moscow and that is when his official work in the area of psychology began. Vygotsky was a great writer and published six psychology books. Vygotsky died of tuberculosis on June 11, 1934 at the young age of thirty-seven.

In Vygotsky’s own words the zone of proximal development refers to “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with capable peers.” The zone of proximal development is the space between what a child knows how to do by his/her self and what they do not know therefore cannot do by his/her self. According to Vygotsky, in the zone of proximal development is where a child would benefit from working closely with someone who has the knowledge and can aid the child in learning. Child can also learn working with other children in a classroom environment; an example of this would be for a teacher to pairing intellectual students with students who have difficult time learning.

Piaget’s Theory of Cognitive and Vygotsky’s zone of proximal development are different in many ways. Piaget’s Theory of Cognitive Development refers to the four stages that children move through as they develop mentally. This theory focuses on the nature of intelligence while understanding the way in which children gain knowledge. Vygotsky’s idea weren’t recognized until quite sometime after he died. Vygotsky theory wasn’t broken down into stages as Piaget’s was. Vygotsky saw the crucial role that culture played in development while Piaget implied that development is universal. Vygotsky recognized the vital role adults and more knowledgeable peers played in development and Piaget concentrated more on peer interactions. Piaget ignored the role language plays in development and believed that language happens as a result of cognitive development. Vygotsky theory included language and believed it is essential in cognitive development. The main difference between the beliefs of Vygotsky and Piaget is that: Piaget believed that self-discovery is crucial and Vygotsky stated that learning is done through being taught by those who are more knowledgeable.

Piaget and Vygotsky both believed that children’s learning became more complex over time. Both psychologist’s recognized nature and nurture in development. Vygotsky and Piaget both came to the conclusion that the cognitive abilities of children happen in sequence and particular abilities develop at certain ages.

In my opinion both theories have good qualities. I think self-discovery is important and I also believe that it is beneficial to work and learn from people who are wise and knowledgeable. I think Piaget’s theory is really good for deciding what curriculum is appropriate for certain age groups.