Piaget and Vygotsky were both developmental psychologists who studied how children learn. While they shared similarities such as believing children are active participants in their own learning, they differed in key aspects. Piaget focused on how children construct knowledge through individual exploration, assimilation and accommodation within stages of development. In contrast, Vygotsky emphasized social interaction and language as important factors, and that learning occurs through collaboration and guidance from instructors within a child's zone of proximal development.
2. CONTENTS
- Comparison between PIAGET – VYGOTSKY
• Similarities
• Differences
Key factors
Strength & Weakness
Types of Learning
Strategies
Role of Learner and Instructor
-Role Playing
• Summary
-conclusion
- Q&A
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3. SIMILARITIES
Common focus on understanding children's functioning
Children = Active stand in their own development
Learn by exploring and testing their surroundings.
The periods of development are experienced by each
child
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4. Key factors
DIFFERENCES
Strength & Weakness
Types of Learning
Strategies
Role of Learner and
Instructor
Piaget VS Vygotsky
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6. STRENGTH
piaget vygotsky
•The child’s spontaneity •Make passive student active
•Appropriate learning according to •Prompt many types of learning
child’s cognitive development
•Direct experience for raising •Use language as a learning tool
child’s comprehension
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7. WEAKNESS
piaget vygotsky
•Standardized stages •No exact guidelines
• No explanation after final • A lot of time and resources
stages required
•Overlooked social and cultural •Problems to examine individual
characteristics participation
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8. TYPES OF LEARNING
PIAGET VYGOTSKY
• Audio-visual aids • Anchored
instruction
• Digital multimedia
• Cognitive
apprenticeships
• Individualized
learning
• Problem-based
learning (PBL)
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9. STRATEGY
PIAGET VYGOTSKY
• Proper learning environment • Scaffolding
according to learners’ – Quiz
developmental stage(4)
– Hint
• Verbal activities
– Role play
• Experimentation with – Dialogue
physical object
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10. ROLE PLAY
KIM, NA-RI / STUDENT#1
KIM, MOON-JEONG / STUDENT#2
AN, JEONG-YOON / NARRATION
LEE, JAE-MIN / STUDENT#3
PYO, MIN-KYOUNG / TEACHER
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11. ROLE OF
LEARNERS
PIAGET VYGOTSKY
Participation in classes
individually. Collaborative participation
in classes
Discover and Construct
knowledge Interact and Construct
knowledge
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12. ROLE OF
INSTRUCTORS – Co-learner of
collaborative
•Consider the child’s present
cognitive level
learning
• Provide guidelines and stimulate •Consider student’s cultural
the students background
•Present materials and situations
that allow them to discover new •Give scaffolding to students
learning
•Design collaborative learning
• Make students participate in
active learning •Make students apply
information to real world
-Facilitator
of
knowledge.
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13. PIAGET
Today's my learner just graduated
kindergarten.
They are in a concrete operational stage.
so. how I’m gonna teach them? Hum..
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16. CONCLUSION
Key factor strategy implication
• Assimilation + • Proper • focus on the
accommodation instructing process of child
= equilibration according to ren’s thinking.(c
developmental ognitive constru
• Zone of stage ctivism)
Proximal
development • scaffolding • more advanced
learning than
current
level.(social
constructivism)
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