Jean Piaget’s developmental theory’s main feature is distinctly defined phases. Its difference from other theories is that it puts the onus on the cognitive development aspect (Berk, 2018). Middle childhood can be correlated with Piaget’s concrete operational stage (7–11 years) (Berk, 2018). It is the period when children develop the capacity for logical reasoning, for now constrained by their inability to grasp abstract ideas (Berk, 2018). As an example, a child at this stage could learn basic mathematics if provided with visual aids and clues.
Erikson’s theory also established distinct stages of child development, but its difference is that it bases them on conflicts the child must face. Namely, the middle childhood stage, which for Erikson lasts from 6 years until puberty, is characterized by the internal battle of industry vs inferiority (Berk, 2018). An example of this would be the child from the previous example feeling negatively when comparing their results to those of other children in the mathematics class.
Vygotsky’s theory similarly suggests children go through stages in their development. It differs from the others in that it emphasizes the role of socialization and culture in child development (Berk, 2018). To apply this theory to the previous example, it can be said that if the child was from a country with a culture of selling lemonade on the streets, they could acquire mathematics skills faster this way.
To sum up, theories of Piaget, Erikson and Vygotsky all have differences from each other. However, they are also similar in the way they all highlight the presence of distinct stages in child development. While analyzing the theories, it was surprising to see that the same child’s development could be described via different approaches. It seems the theories can be used to supplement each other.
References
Berk, L. E. (2018). Development through the lifespan. Pearson.