Piaget Vygotsky Process

However, it seems that mediation in Vygotsky consists rather in the difficulties approach, i.e., to complicate the process to promote cognition. In contrast to Piaget, it is the opposite, the role of the mediator is to facilitate the process, through the provision of material that promotes experience ranging from the concrete to the abstract. A cognitive imbalance followed by the adaptation process to form cognitive structure occurs in Piaget and on Vygotsky that imbalance is not resolved, since the formation of the structure is permanent when the apprentice is on constant promotion to zones of proximal development. This position of Vygotsky, poses a human being in permanent evolution and development, which does not depend on development of previous stages. Piaget, in change, cognitive development confined to the acquisition and consolidation of previous stages, also stereotype these stages with ages and considered inflexible in its acquisition. Both Piaget Vygotsky speak of a maturation process, but in the case of Piaget, refers to step through the different stages, while for Vygotsky maturation occurs by zones of proximal development, defined as the distance between the ability to solve problems independently and the guided by an adult and a pair (Vygotsky pupil1978). I.e.

social interaction is essential for the maturation in Vygotsky, while that for Piaget is experimentation and promotion of cognitive imbalance. -New roles for educators: not believed that the teacher or educator had to have a rigid control over what the child learns. As Piaget, Vigotsky considered activity by the child as central with regard to education. Instead of chaining children to their chairs, which pass through the process of learning things that have no sense to them, Vygotsky stressed the need for genuine intellectual development. The master initiator: create authentic contexts and participate with their trainees since it stimulates them to solve problems and identify and face up to their own needs and potentialities.

The teacher as an observer: must know in which stage of evolutionary development is and see the zones of proximal development that occur naturally. The teacher as mediator: optimal teaching the teacher must be present while learning, but in the role of mediator, transaction takes place i.e., supporting transactions of learning but not forcing them directly so that they occur or controlling learning. Providing opportunities for learners autoevaluen, reveals the power of reflective thinking as a mediating force. The teacher as cleanup: there is a vital difference between mediation and intervention. This difference depends on the educator release or repress trainees. Paulo Freire (1970) it contrasts the Bank visions of pedagogy with the liberators. Vision Bank treats learners as empty containers and teachers get learnings into their heads. Learners do not have any control over the process, nor takes into account their needs or interests. In liberating pedagogy students should be the owners of their own learning process.