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Jean Piaget created the theory of cognitive development in 1936. Piaget theorized that children progressed through 4 stages of cognitive development depending on their age; sensorimotor, preoperational, concrete operational, and formal operational.  He said that children should be taught concepts which are appropriate to each level.

Piaget also theorized that children learned through experiences and by organizing knowledge into schema. When learning knew concepts children would use a process of assimilation and accommodation. If new information could not be assimilated then children would experience disequilibrium.  Since they do not like disequilibrium, they would use the process of accommodation to regain equilibrium.

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One strategy to apply Piaget in the classroom is through STEM activities. STEM activities are hands on and allow students to learn from their mistakes. One STEM activity that I did in the classroom what having students build a water filtration device. The students had to create a plan, "purchase" material to build their device, create their device, test it, and then improve. This aligns with Piaget's theory that students learn from their mistakes and learn by doing and not watching.

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1.) When  he was young Piaget was interested in natural history. He wrote and published several papers on mollusks.
2.) Piaget was only 11 years old when he published his first scientific paper.
3.) By the time of his death in 1980 Piaget had written over 50 books and monographs
4.) Piaget followed a strict schedule with included waking  up ever morning at 4 am.
5.) Because of his work, Piaget was awarded 16 honorary doctorates. These doctorates came from universities all over the world.

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Vygotsky's theory of social cultural theory of development is the child's cognitive development that is influenced by the social interactions and the culture. Vygotsky's concept of scaffolding refers to the provision of clues to a child in order to solve problems. Language is an important part of Vygotsky's theory because language has a special role in cognitive development, specifically, self-talk. Vygotsky viewed self-talk as a tool of direction that assists thinking and guides the actions of individuals. Vygotsky's theory of zone of proximal development is the process of gathering required information that a child does not yet possess or cannot do independently, but can do with the help of a more knowledgeable other.

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A student that can learn the concept or skill and practice with their supportive mentor or more knowledgeable other until they are comfortable to do it on their own is considered scaffolding in the classroom. If the concept or skill that a teacher  wants a student to learn is not something the student could handle with support, then the skill is outside of the student's zone of proximal development. To apply scaffolding into the classroom, teach concepts that are within your students' zone of proximal development that are a step above their capability on their own. Structure activities so that students have appropriate scaffolding for practicing the concept. Slowly remove the scaffolding until the student has mastered the concept on their own, once the students had plenty of practice with scaffolding. The instructions should be adjusted accordingly to students who may have been diagnosed with learning disabilities. Vygotsky's theory of scaffolding relies on the way in which students develop cognitively and it provides a healthy and structured environment for learning.

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Another strategy to apply Vygotsky's theory in the classroom is through life play centers in kindergarten. One of Vygotsky's key points in his theory is that it is crucial that social interaction occur for development to take place. Through life play centers young children can develop their mental capabilities by interacting and using their imagination with their peers.

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1) Vygotsky was admitted to Moscow University through a Jewish lottery.
2) Vygotsky published 6 books on psychology topics over a ten year period.
3) Vygotsky wasn't awarded his college degree until 1925, with his documentation entitled "The Psychology of Art".
4) He passed on June 11, 1934 due to a relapse of tuberculosis
5) Vygotsky established a laboratory of psychology in Moscow for abnormal children.

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-Both Piaget and Vygotsky studied child psychological development during the early 20th century.
-Both put a greater emphasis on the importance of action on the origin of diverse forms of intelligence, and on all functions of consciousness.
-Both stress on the primacy of processes of development, whether the external outcomes or exterior manifestations.
-Both share a view of human intelligence and consciousness.
-Both believe that cognitive development decreases over time.

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One of the key differances between Piaget and Vygotsky's theories was that Piaget believed  development comes before learning , and  Vygotsy believed that  learning comes before development.

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Piaget focused on cognitive development being aligned with stages of development and being universal, while Vygotsky theorized that social and cultural interactions played a big part in cognitive development.

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Both Piaget and Vygotsky had disagreeing theories of how language related to cognitive development. Vygotsky believed that language was important for cognitive development to occur while Piaget believed that language came as a result of cognitive development.

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Self discovery vs. Instruction and guidance

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Self discovery vs. Instruction and guidance

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Piaget believed that children learned through self discovery and actively engaging in their environment. Vygotsky believe that instruction and guidance from someone more knowledgeable was key to children's learning.

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While both theorists agreed that cognitive development needed to be motivatied by something, they did not agree what that motivation was. Piaget believed that children's cognitive development was powered by their need to adapt and find equilibrium in their environment. Vygotsky believed that children's cognitive development was powered by social interaction.

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https://www.simplypsychology.org/piaget.html

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https://www.timetoast.com/timelines/founders-of-psychology-timeline

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Another strategy for Jean Piaget is the preoperational development. Concrete props and visual aids in the classroom when possible. It’s useful to help students explore why the visual was selected and what the key characteristics of it are, and to identify the non-essential elements of it. The concentration is on experiences that the children are able to repeat and therefore learn at their own pace with guidance.