Lev Vygotsky and Jean Piaget are among the most prominent developmental psychologists in the education sector. Their pieces of research in the developmental psychology field are both unique and remarkable. There exist many similarities between Vygotsky’s and Piaget’s ideologies; however, despite these similarities, there exist differences primarily in how each of them tackles the cognitive development concept. The basic dissimilarity between Vygotsky and Piaget is that Vygotsky was of the opinion that for a child to attain a higher cognitive level, a more knowledgeable person must be available (Potrac & Nelson, 2016). On the other hand, Piaget proposed that learners should be provided with the capability to comprehend schematics on their own (Tourmen, 2016). In other words, a learner must be provided with the chance to assimilate and accommodate information in order to differentiate between various schemas.
A lesson plan refers to a learning resource that provides an outline concerning what is to be taught in a lesson. My lesson plan would contain the objectives of the lesson, the warm-up section to revise what was earlier taught, a presentation of new material, a practice exercise, and finally, an assessment of learners. My theory is driven by Piaget’s concept because I also believe that learning takes place differently at different developmental stages. As such, I would create my lesson plan to fit each stage of a child’s development to ensure that they achieve higher brain development. On the other hand, Vygotsky advances the idea that an individual must be present for learning to occur effectively. My lesson plan would be adjusted to ensure that I am around to take children through different stages. As an instructor, I would explain every level while providing crucial information to nurture a child’s brain.
References
Potrac, P., & Nelson, L. (2016). Lev Vygotsky: Learning through social interaction in coaching. Learning in Sports Coaching (pp. 117-128). Routledge.
Tourmen, C. (2016). With or beyond Piaget? A dialogue between new probabilistic models of learning and the theories of Jean Piaget. Human Development, 59(1), 4-25. Web.