1. Vygotsky's Theory
1.1. Zone of Proximal Development
1.1.1. Working in a child's zone of proximal development means that the child can't finish a task alone but with help can succeed
1.2. Cooperative Learning
1.2.1. Students working together in order to learn a new skill or complete a new task. Vygotsky believed that one of the best ways a student can learn is through other students.
1.3. Scaffolding and Mediation
1.3.1. When either an adult or a competent peer aides a student in learning a new skill or completing a task
1.4. Sign Systems
1.4.1. When a child develops their culture around them take a big part in their overall cognitive development
1.5. Learning precedes development
1.5.1. Unlike Piaget, Vygotsky believed that in order for a child to develop both physically and cognitively they needed to be able to learn.
1.6. Private Speech
1.6.1. A tool used to solve problems by talking to oneself. Usually very easy to catch in younger students. As they get older they internalize their speech to help problem solve
2. Piaget's Theory
2.1. Schemes
2.1.1. Mental behavior that drives a person's behavior. We use schemes in order to figure how the world works and how we as humans take a part in the action.
2.2. Constructivism
2.2.1. A view of cognitive development as a process in which children can actively build systems of meaning and understandings of reality through their experiences and interactions (Berk, 2013; Schunk, 2016).
2.3. Assimilation and Adaptation
2.3.1. When a child is in the process of understanding a new object or event in terms of an existing scheme, that is considered assimilation. When a child modifies existing schemes to fit new situations this is considered to be accommodation. *Trying to reach equilibration*
2.4. Development precedes learning
2.4.1. Piaget believed that in order to develop cognitively one must be developed before learning can occur.
2.5. Hypothetical Conditions
2.5.1. Piaget noticed that during the end of the Concrete operational and beginning of the Formal Operational stages that young adolescents have an aptitude to reason about situations and conditions that have not been experienced. The adolescent can accept, for the sake of argument or discussion, conditions that are arbitrary, that are not known to exist, or even that are known to be contrary to fact.
3. Similarities
3.1. Both believed that as a child grows they learn more complex ideas and skills.
3.2. Both believed there were certain ages in which important behaviors and skills were learned. (ZPD vs Stages of Development)
3.3. Both were considered Constructivists. They believed in students being actively engaged in their learning.
4. Piaget's Stages of Development
4.1. Sensorimotor (Birth to 2 years)
4.1.1. In this stage, infants and toddlers develop a concept for "object permanence" and have a gradual progression from reflexive behavior to goal-driven behavior. (Slavin, 27)
4.2. Preoperational (2 to 7 years)
4.2.1. In this stage, children develop the ability to use symbols to represent objects in the world. Their mindsets and thinking processes remain egocentric and centered (Slavin, 27).
4.3. Concrete Operational (7 to 11 years)
4.3.1. In this stage, there is an improvement in the ability to think logically. New abilities include the use of operations that are reversible. Thinking is decentered, and problem solving is less restricted by egocentrism. Abstract thinking is not yet possible. (Slavin, 27)
4.4. Formal Operational (11 years to adulthood)
4.4.1. In this final stage, abstract and purely symbolic thinking is possible. Problems can be solved through the use of systematic experimentation. *NOTE: Piaget doesn't believe that we as humans fully get through this stage.