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The Zone of Proximal Development is "the distance between the actual developmental level determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978).

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Vygotsky believed that when a student is in the ZPD for a particular task, assistance from a "mentor" would help the student achieve the goal.

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Scaffolding: When a student is achieving a goal or skill, a boost from their peer is known as scaffolding. Scaffolding helps the student master the task. When the child masters the task, the scaffold can be removed.

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A child is building a tower with wooden blocks. The tower keeps falling because its foundation is not wide. A peer comes over to tell the child to make the tower wider. The child puts more blocks at the bottom to make the foundation wider.

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Piaget’s Theory of cognitive development explains how a child portrays the world.

Piaget’s theory only included children. It also had stages of developmnt.

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Sensorimotor -  (Birth - 2 years old)  Object Permanence - Knowing an object still exists even if it’s hidden.

Preoperational - (2 -7 Years old) children start to think symbolically. The word ball equals a ball.

Concrete Operational- (7-11 years old)  The beginning of operational thought.  Children can work things out in their heads.

Formal Operational Stage (11 years and older) - children start to develop logical/operational thought.

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Schemas are essential building blocks of a child’s representation of the world.

Example of schemas:

Sucking Schema

Grasping Schema

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Cognitive Development Theory focuses on the process of learning instead of the end product. It also focuses on collaborative learning instead of individual learning and evaluates the level of the child’s development.

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“The teacher’s role is mediating the child’s learning activity as they share knowledge through social interaction” (Dixon- Krauss). 

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“The teacher’s role is mediating the child’s learning activity as they share knowledge through social interaction” (Dixon- Krauss). 

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Lev Vygotsky believed that parents, caregivers, peers, and environment are a huge influence on children's brains. Learning is done by interacting with people.

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Social factors in the child's life influence development. 

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Social factors in the child's life influence development. 

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Both Piaget & Vygotsky believed that children should be taught in the "magic middle." Students should be put in situations where they had to be challenged to understand but also gain support from other students, the teacher or materials.