Introduction
Cognitivism and behaviorism are popular theories that describe a child’s learning process through different lenses. The cognitive theory focuses on functions like memory and decision-making, whereas the behavioral theory centers on a child’s interactions with the world and the experiences that affect them. This paper will discuss the details of each theory using Piaget, Vygotsky, and Erikson’s theories of learning as examples.
Erikson’s Theory
Erikson’s eight stages of development are one of the earliest learning theories. According to Erickson, all people in their development undergo eight crises or conflicts (Maree, 2021). Erikson’s theory predates both cognitive and behavioral models and has attributes of both approaches.
For example, the fourth stage of development, called industry vs. inferiority, happens for 6 to 11 years and occurs when a child starts learning new skills (Maree, 2021). Learning may happen faster if a child is motivated by their environment (parents, teachers, classmates), or they might feel inferior and incompetent to others if their learning process is not motivated. Hence, a child’s brain asks, “Am I competent enough?” and their environment provides the answer to them behaviorally, combining behavioral and cognitive learning strategies.
Vygotsky’s Theory
On the other hand, Vygotsky’s theory only utilizes a behavioral approach to learning. From Vygotsky’s point of view, a child’s social interactions may impact and mediate their cognitive development and capacity for learning. In his theory, learning is a social activity rather than an isolated quest for knowledge (Veraksa & Veraksa, 2018).
Each function that develops in a kid appears twice: once in the social aspect and again in the psychological aspect (that is, at first, it is external, and then it becomes internal). As stated by Vygotsky, this law governs how attention, memory, thinking, speech, and emotions will develop. As a result, Vygotsky adheres to the behavioral learning method, in which a child initially takes in external stimuli before internalizing them mentally.
Piaget’s Theory
The cognitive approach to learning serves as the foundation for Piaget’s hypothesis. According to Jean Piaget’s theory, children progress through four stages based on their intellect and capacity to recognize mature relationships. These childhood stages occur in the same order for all children, regardless of culture or background (Babakr et al., 2019).
During these stages, a child goes through different developmental phases. They receive basic reflexes in the Sensorimotor stage (0-2 years), symbolic ability (using basic speech and images) in the Preoperative stage (2-7 years), and logical thinking in the Concrete operation stage (7-11 years). Finally, in the Formal operative stage, a child is capable of complex logical reasoning and can deal with abstract matters, such as math (Babakr et al., 2019). As all of a child’s developmental stages are intrinsically internal, consistent for every child, and independent of their environment, Piaget’s theory is deeply ingrained in the cognitive learning method.
Conclusion
To summarize, both cognitive and behavioral approaches to learning have their own merits. Piaget’s cognitive approach relies solely on the internal processes of a child’s brain, while Vygotsky’s theory emphasizes a child’s environment. However, the fullest understanding of a child’s learning process comes from Erikson’s theory of the eight crises. It considers both the environment and the mental state of a child in its various developmental stages, allowing for a more detailed approach to help increase their learning efficiency.
References
Babakr, Z. H., Mohamedamin, P. & Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3), 517-524. Web.
Maree, J. G. (2021). The Psychosocial Development Theory of Erik Erikson: Critical Overview. Early Child Development and Care, 191(7-8), 1107-1121. Web.
Veraksa, N & Veraksa, A. (2018). Lev Vygotsky’s Cultural Historical Theory of Development and the Problem of Mental Tools. Papeles del Psicólogo, 39(2), 150-154. Web.