PSYCHOLOGY

Vygotsky theory v/s Paiget thoery

Introduction Experimental child psychology is a branch of psychology devoted to development and child behavior (Reese & Lipsitt, 1975, pp. 29-52). These same authors note that the term development implies change and evolution, referring to two types of behavioral development: ontogeny or behavior development within an individual organism, and phylogeny or evolutionary development of the behavioral capabilities of a spice. Newman and Newman (1991, pp. 55-62) indicate that development is a result of constant interaction between the children's personal abilities and characteristics of the environments in which they are. It is generally called developmental psychology to the study of behavioral ontogeny, i.e. the study of the behavioral changes associated with aging in humans, and the study of behavioral ontogeny in childhood is part of the psychology that is called child psychology or child development, which is characterized by the study of basic processes for fundamental research of significant variables in search of relationships to determine variables and the use of experimental methods (Reese & Lipsitt, 1975, pp. 29-52). The evolutionary developmental psychology or part of the consideration that human development and behavior throughout the life cycle are a function of the interaction between biologically determined factors, physical and emotional and environmental influences such as family, school, religion or culture. Studies of this interaction are focused on understanding the implications certain actions during the life of the people (for example, knowing how to behave children who are abused by their parents when they themselves are parents, studies suggest that children who have been abused are also parents who in turn will hurt their children). Thus, the psychology of child development has two main exponents whose work and studies are still valid today: Jean Piaget and genetic epistemological psychology on the one hand, and Lev Vygotsky its historical-cultural psychology on the other.

PSYCHOLOGY OF DEVELOPMENT (Vygotsky)

The basis for the development vigotskiana approach focuses on the analysis of higher mental functions which is discussed further in the understanding of the link between stimuli and internal responses and on the assumption that development based on evolutionary processes does not coincide with learning processes, but the evolutionary process is a trailer of the learning process (Vygotsky, 1978, 5-6). Higher Psychological Processes

Vygotsky (1978, pp. 5-6) mentioned that the basis of his approach to the analysis of higher mental functions consists of three essential principles: the analysis of the process, not the object, explanation versus description and fossilized behavior or evolutionary analysis. With regard to the analysis of the process mentioned that psychological analysis of the objects should be contrasted with the analysis process, which requires a dynamic display of the main points that constitute the history of the processes, thus supporting the evolutionary approach as essential for experimental psychology. With regard to the explanation versus description mentions that the simple description does not reveal the dynamic, real causal relations underlying the phenomena, so that a phenomenon is explained on the basis of their origin rather than its external ...