Piaget and vygotsky pracrise

A child uses a banana as a phone

Preoperational Stage

A child believes a taller glass has more juice

Centration

A child cannot reverse pouring water between cups

Irreversibility

A child says clay has more after being flattened

Conservation

A child thinks the sun is following them

Animism

A child links unrelated events as cause

Precausal Thinking

A child cannot understand another perspective

Egocentrism

A child sorts objects only by color

Classification

A child struggles to order sticks by size

Seriation

A child talks to themselves while solving a task

Symbolic Thought

A child learns through trial and error stacking blocks

Cause and Effect (weak)

A child imitates a teacher's strategy

Scaffolding (Vygotsky)

A child succeeds after help but not alone

ZPD

A child improves after peer demonstration

Social Interaction (Vygotsky)

A child independently discovers a solution

Piaget Constructivism

A child learns primarily through guidance

Vygotsky Constructivism

A child cannot understand A > B > C logic

Transitive Inference

A child groups animals separately from vehicles

Classification

A child believes appearance defines reality

Appearance Reality Problem

A child understands others have different thoughts

Theory of Mind

A child comforts a crying peer

Empathy

A child recognizes an object remains same when changed

Understanding of Identities

A baby searches for hidden toy

Sensorimotor Stage

A baby explores objects with mouth

Sensorimotor Stage

A child uses pretend play with objects

Symbolic Thought

A child repeats failed strategy without change

Assimilation

A child changes strategy after failure

Accommodation

A child builds knowledge through experience

Constructivism

A child adapts to solve new problems

Intelligence

A child relies on trial and error

Piaget (independent learning)

A child learns through teacher guidance

Vygotsky (social learning)

A child uses language to guide thinking

Vygotsky (language role)

A child focuses on one feature only

Centration

A child cannot mentally undo actions

Irreversibility

A child believes quantity changes with shape

Conservation

A child assigns life to objects

Animism

A child makes illogical cause links

Precausal Thinking

A child assumes shared perspective

Egocentrism

A child improves with support then internalizes

Scaffolding → Internalization

A child performs better with help than alone

ZPD