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Piaget’s Cognitive Development Theory refers to the way children learn about the world. There is no fixed intelligence trait because children are constantly developing and acquiring new knowledge. Piaget believed that cognitive development happens and changes over time due to biological maturation and the child’s environment.

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Piaget uses the term ‘schemas’ which he defined as “a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning”. This basically means that schemas are units, building blocks or links of knowledge.

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There are 4 stages of cognitive development. The first stage happens from birth to 2 years old, it is the Sensorimotor Stage. In this stage object permanence is developed. The second stage is the Preoperational Stage from ages 2 to 7. This is when children still have egocentric thinking but begin to think symbolically. The third stage is the Concrete Operational Stage that happens from 7 to 11 years old. In this stage logical and operational thoughts begin and children try to figure things out in their head. The fourth and last stage is the Formal Operational Stage that begins at 11 years old and continues into adulthood. In this stage the capacity to contemplate abstract ideas is forming as well as the ability to test hypotheses logically. The Cognitive Development Theory has been connected to education because the developmental readiness of children is important to understanding how they will learn at different ages. It is suggested that teachers focus more on the process of learning and to have students collaborate with each other because they can learn from each other.

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Sociocultural Theory was developed by Vygotsky. This theory refers to how social, cultural, and historical factors influence psychological development.

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There are 3 themes that Sociocultural theory and Vygotsky follow. The first is that development starts with social interaction. The second theme is that symbols, signs, and tools help in learning and problem solving. The third theme is that there needs to be a developmental approach to the first 2 themes.

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What is the Zone of Proximal Development?

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What is the Zone of Proximal Development?

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According to Vygotsky, learning is not the same as development. Children learn from social interactions which then triggers development. Vygotsky came up with the Zone of Proximal Development to explain that learning can only be done based on the level of development. In the Zone of Proximal Development it separates what children are able to do independently and what they can do with support or guidance. This guidance can come from an adult or a peer. There are different ways teachers can offer this guidance. One way is specific instruction, which is telling the student exactly what to do. Another way is through direct demonstration, which is showing how to perform a task. The last way is through general encouragement, which is encouraging students to do the task on their own.