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Piaget and Vygotsky
Piaget and Vygotsky are two of the most powerful developmental psychologists. Piaget’s theory suggests that children pass through four essential steps during the maturing process and development. In his argument, Piaget described children as active learners and acquired knowledge through their interaction with the environment (Shayer 37). He also suggested that children learn through accommodation and assimilation. In his view, intricate cognitive growth in children happens through equilibration. On the other hand, Vygotsky proposed that cognitive development in children occurs through their formal and informal interactions and conversations with adults. He suggested that the initial years of children is very critical for their development. Vygotsky argued that children can do more complex tasks with the assistance of an adult and that such challenging activities contribute immensely to their development. He also stressed the importance of playing games in enabling children to develop cognitively (Shayer 37).
Piaget and Vygotsky theories share several similarities and differences. One of the similarities in the two theories include the fact that both acknowledge that children experience active learning (Shayer 35). According to the theories, children actively acquire and organize fresh information and synchronize it with the existing knowledge to attain equilibrium. Their ability to seek feedback from other adults enhances the active development and learning process.

The second similarity between the two theories is that both acknowledge that the development process degenerates with age and thus, growth is fast during childhood. Further, both theorists agree that the development process may be as a result of the cognitive conflict. This is to mean that when a child comprehends that an idea does reinforce his prior or current information, he will re-define the idea to fit with his reasoning.
However, there are several differences between Piaget’s and Vygotsky. Whereas Piaget suggested that influences in the environment impact children’s cognitive development brought about by new experiences, Vygotsky argues that social interactions with mature adults trigger such a process (Shayer 36). Another difference between the two theories is that Piaget asserted that children develop through self-recovery while Vygotsky offers a diverse opinion that they develop through being provided guidance and instructions. Piaget stated that childhood development is universal while Vygotsky was of the view that it differs across time and cultures. Further, Piaget was of the opinion that language develops in children as a result of the cognitive growth. Vygotsky argued that language was essential for cognitive growth in children.
In my view, I agree most with Piaget’s theory. Although Vygotsky makes sense to a large extent as well, there are several shortcomings in the theory which are addressed by Piaget. For example, Vygotsky argues that language is necessary for children’s cognitive growth (Shayer 35). This view fails to acknowledge that children’s cognitive development occurs from birth despite them not having any mastery of language. I this regard, I agree with Piaget’s argument that cognitive development contributes towards language development. When children develop some cognitive skills, they can construct meanings and get a grasp of the language. Also, I agree that children grow through self-discovery rather than through coercion by instructions and guidance. The theory assertion of self-discovery process connects with the real-world examples since it can be evidenced by the way in which children perform different activities without the assistance or permission of an adult. However, I do not agree with Piaget’s view that cognitive development in children is universal since it is determined by a range of factors including the environment, culture among other influences that the child is exposed.

Works Cited
Shayer, Michael. “Piaget and Vygotsky.” Piaget, Vygotsky & Beyond: Central Issues in Developmental Psychology and Education (2003): 27.

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