Rheta DeVries

Piaget's Social Theory

Current debate in education on the role of individual and social factors in development often presents Piaget as giving primacy to individual cognitive processes in contrast to Vygotskys view of the primacy of social and cultural factors. It has even become popular to say that Piagets child is a solitary scientist, constructing knowledge apart from the social context. This view is in error. To counter the often inaccurate assumptions, Piagets social theory is summarized, including an account of his consideration of the relations between the individual and the social in sociomoral, affective, and intellectual development. His emphasis on the role of norms in development is discussed. Piagets view of the identity of cognitive operations and social co-operations is explained with examples. Issues related to Piagets social theory are raised. The co-operative context favoring operational development is discussed in terms of five general principles of teaching that apply to all levels of education

Vygotsky, Piaget, and Education: a reciprocal assimilation of theories and educational practices

Abstract Seeking a rapprochement between Vygotskians and Piagetians, the theories of Piaget and Vygotsky are compared, and educational extensions by their followers are examined. A paradox in Vygotskys theory is highlighted, where evidence is found both for claiming that Vygotsky was a behaviorist and that he was a constructivist. Similarities in the two theories are presented: social factors as having a central role in child development, the transformative nature of internalization, and the individual as what develops. Differences in the theories pertain to the nature of the stimulus, nature and origin of psychological instruments, nature of self-regulation and novelty in development, direction of development, the concept of social development, and the role of language in development. Because practical applications of theories often clarify the theories, some educational extensions of Vygotskys theory are critiqued from a Piagetian constructivist perspective, and, in contrast, constructivist educational interpretations of Vygotskys work are noted. Aspects of Piagets theory emphasized by educators are presented, and educational practices inspired by this theory are outlined. A rapprochement is sought, with consideration of convergences in educational practices of followers of Piaget and Vygotsky, sources of difficulty for rapprochement, and changes necessary in educational theories of followers of both Piaget and Vygotsky.

Implications of Piaget's Constructivist Theory for Character Education

Abstract Character education from the constructivist perspective is outlined, drawing on Piagets research on childrens reasoning about moral rules, such as telling the truth. Piagets distinction between two types of morality offers a framework for thinking about education. Parallel to the two types of morality are two types of teacher-child relationships, one that promotes childrens moral development and one that hinders it. The first principle of constructivist education is to establish a socio-moral atmosphere in which mutual respect is continually practiced. Examples are given about what teachers can do to create a cooperative interpersonal atmosphere in the classroom. Research is described that shows that children from a constructivist kindergarten were more advanced in their interpersonal interactions than children from DISTAR and eclectic classrooms. Implications for teacher education are discussed.