Cognitive development is the development of learning skills such as problem-solving, understanding of knowledge and logical thought. The two theories of cognitive development that will be contrasted in this essay are Piaget’s theory of individual cognitive development (developed from the 1930s onwards) and Vygotsky’s theory of sociocultural development that was developed slightly earlier.  Although they are both theories of cognitive development in children, there are several key differences: in Piaget’s proposal that children learn in four stages related to their physical maturity, while Vygotsky’s is not a stage theory; in the focus that Piaget maintained on individual interaction with the physical world, while Vygotsky stressed the influence of language on learning, and finally in the methods used to test their theories.  Piaget favoured lab experiments that tested his concepts, such as object permanence and egocentrism (the inability to take the role of another), while Vygotsky used observations of children in real-life situations.

Introduction and focus on the question:  the two theories are introduced straight away and a summary of the differences is given.

Knowledge and understanding shown of both theories.

Piaget claimed that children’s cognitive development progresses through successive stages, which are universally biologically predetermined by the stage of development of the brain. In the sensorimotor stage, the infant from 0-2 years old is focused on movement and sensation, using their instincts and reflexes to act upon their environment (by grasping, sucking, crawling) in order to stimulate their cognitive development. One of the clearest markers of this stage is a lack of object permanence until about 8 months old. This is the ability to understand that an object or person continues to exist even if they are out of sight, and is not thought to be fully developed until towards the end of the sensorimotor stage.  This stage is followed by three other stages (pre-operational, concrete operational and formal operational), each demonstrating progressively more complex and less egocentric thought until the adolescent or young adult is capable of abstract conceptual thought and manipulation of symbols to solve complex problems.

Knowledge and understanding: the emphasis on language used as a point of contrast.

Finally, the difference between the methods is indirectly related to a basic difference between the theories: Vygotsky’s is a sociocultural theory that assumes that learning takes place through interaction with and help from others and therefore lends itself to longitudinal studies in natural surroundings; Piaget’s is a theory of individual development and this is shown by the artificial circumstances of many of his experiments and studies, which have been replicated worldwide.

A lab experiment that contradicts Piaget’s claims regarding the age at which object permanence develops is that of Baillargeon & DeVos (1991), who argued that babies as young as 3.5 mths showed object permanence, by paying more attention to an ‘impossible situation’ than they did a possible event. They used the method of timing the infants’ attention to judge their level of interest or surprise at impossible situations.  They accept that the concept of object permanence is valid, but dispute that it is not developed until about 8 months old.  Most of Piaget’s ideas have been accepted, except that of the ages at which children’s abilities develop.

In contrast to this, Vygotsky’s ideas have been more easily supported, because he did not accept the idea of specific developmental stages, but rather that children progressed at their own pace through social interaction.  In a study investigating development through language, Winsler (2003) observed and filmed 3 and 4-year-olds in private speech while completing tasks in kindergarten.  Interviews with parents and teachers suggested those who talked to themselves the most also had the highest social skills.  While both of these studies could be criticised for their methodology, they serve to illustrate the difference between the theories – the theory of fixed developmental stages at stated ages is more difficult to support empirically than a theory of continuous social development.

In conclusion, both theories offer different explanations of cognitive development in children.  However, while Piaget’s theory, focusing as it does on biologically determined stages works well in terms of understanding why children may make errors of thinking, Vygotsky’s theory is relevant when it comes to considering how to enhance and facilitate a child’s progress beyond their current abilities. So both have their role to play in current educational theory and practice.