Using your knowledge of psychology, discuss the view that other people play an
important role in a child’s cognitive development. (16 marks)
Vygotsky’s theory of cognitive development emphasizes the role of other people in
cognitive development and explains how children build more reasoning abilities
through interactions with others.
According to Vygotsky, children have cultural differences in cognitive development,
since it is encouraged to learn the mental abilities that are more relevant to life in the
specific social or work environment in the culture. He also states the importance of
language. The gap between the child’s current level of learning and what they can
understand after interactions with experts is known as the zone of proximal
development (ZPD). They can cross this gap by adults using the technique of
scaffolding, which is given as levels. Level 5 is when the adult gives the child the
most help and level 1 is when the child receives the least help, in the form of general
prompts.
A strength of Vygotsky's theory of cognitive development is that there is evidence for
the role of the ZPD. Roazzi and Bryant gave children an activity to guess the number
of sweets in a box. In one condition, the children worked alone and in another, they
had the help of another child. Most of the children who worked alone failed to give a
close estimate but in the other condition, the older children offered prompts which
helped point the younger children in the right direction. This helped them master the
task. This demonstrates that children can develop additional reasoning abilities when
working with a more expert individual and that other people are important for a
child’s cognitive development.
Furthermore, this theory has practical applications in education. In schools, learning
is done through group work, peer tutoring and assistance from teachers, which uses
scaffolding to help children cross their ZPDs. Van Keer and Verhaeghe found that
7-year olds tutored by 10-year olds, as well as taking part in the whole-class
teaching, progressed further in reading than the controls who only had whole-class
teaching. This evidence supports the idea that interaction with a more experienced
other can enhance learning and is important.
However, Vygotsky’s ideas may not be universal, according to the research done by
Lin and Matthews, who found that in China, children learn very effectively with
lecture style lessons. This could mean that Vygotsky overestimated the importance
of using scaffolding and interaction with others within learning.
This suggests that Piaget’s theory of cognitive development is more appropriate.
Piaget emphasises learning as an individual process and views the infant as a
scientist who through exploration and experience gains a better understanding of the
important role in a child’s cognitive development. (16 marks)
Vygotsky’s theory of cognitive development emphasizes the role of other people in
cognitive development and explains how children build more reasoning abilities
through interactions with others.
According to Vygotsky, children have cultural differences in cognitive development,
since it is encouraged to learn the mental abilities that are more relevant to life in the
specific social or work environment in the culture. He also states the importance of
language. The gap between the child’s current level of learning and what they can
understand after interactions with experts is known as the zone of proximal
development (ZPD). They can cross this gap by adults using the technique of
scaffolding, which is given as levels. Level 5 is when the adult gives the child the
most help and level 1 is when the child receives the least help, in the form of general
prompts.
A strength of Vygotsky's theory of cognitive development is that there is evidence for
the role of the ZPD. Roazzi and Bryant gave children an activity to guess the number
of sweets in a box. In one condition, the children worked alone and in another, they
had the help of another child. Most of the children who worked alone failed to give a
close estimate but in the other condition, the older children offered prompts which
helped point the younger children in the right direction. This helped them master the
task. This demonstrates that children can develop additional reasoning abilities when
working with a more expert individual and that other people are important for a
child’s cognitive development.
Furthermore, this theory has practical applications in education. In schools, learning
is done through group work, peer tutoring and assistance from teachers, which uses
scaffolding to help children cross their ZPDs. Van Keer and Verhaeghe found that
7-year olds tutored by 10-year olds, as well as taking part in the whole-class
teaching, progressed further in reading than the controls who only had whole-class
teaching. This evidence supports the idea that interaction with a more experienced
other can enhance learning and is important.
However, Vygotsky’s ideas may not be universal, according to the research done by
Lin and Matthews, who found that in China, children learn very effectively with
lecture style lessons. This could mean that Vygotsky overestimated the importance
of using scaffolding and interaction with others within learning.
This suggests that Piaget’s theory of cognitive development is more appropriate.
Piaget emphasises learning as an individual process and views the infant as a
scientist who through exploration and experience gains a better understanding of the
