Συγκλίσεις και αποκλίσεις των θεωριών των Piaget, Vygotsky και Επεξεργασίας πληροφοριών σχετικά με τη γνωστική ανάπτυξη των παιδιών

Abstract

Initially, we examine Piaget's theory, which dealt with the cognitive development of the individual. We examine the process of its construction, as well as the stages through which mental development takes place. Knowledge builds up as the individual acts constantly on the environment, trying to progressively form increasingly complex mental structures. The individual tries to harmonize new knowledge experiences with his cognitive patterns. For Piaget, cognitive development is a necessary component of learning and therefore precedes it. At the same time, Piaget considers that the individual's mental capacities will determine what he will be able to learn at each stage of his cognitive development. Stages that he identified as four: the sensorimotor stage, the preoperational stage, the concrete operational stage and the formal operational stage.

Subsequently, we examine Vygotsky’s theory. He states that the concept of development refers to the person's neurophysiological development, while the concept of learning is the cognitive process in which the child internalizes the social and cultural values of a given society and which affects both the mental and the general development of the individual. Internalization is mediated by "psychological tools" of the mind, such as language, writing, numbering, and art. The basic position of his theory is the Implicit Development Zone (ZEA), which has been identified in the bibliography as the “Scaffolding”.

Next, we compare the two theories for differences and similarities. Similarities refer to the influence of social factors and internalization as a process of transformation, On the other hand, differences account for the limits of knowledge, the course of learning and cognitive development, as well as the way of the individual learns and the roleand function of language and self-regulation.

Finally, we explore the Information Processing Theory, which find their theory support mainly in the computer sector stating that cognitive process and child development change as individuals grow.