Abstract

MONTEALEGRE, Rosalía. PIAGET-VYGOTSKY CONTROVERSIES IN DEVELOPMENTAL PSYCHOLOGY. Act.Colom.Psicol. [online]. 2016, vol.19, n.1, pp.284-296. ISSN 0123-9155.  https://doi.org/10.14718/ACP.2016.19.1.12.

This review article analyzes three controversies originating from the Piaget's logical operational psychology and Vygotsky's cultural-historical psychology on: the egocentric speech and the self-talk in the pre-school child; the symbolism and imaginary situations during children's play; the real cognitive development and the potential cognitive development. The controversies are analyzed from the "unit of analysis": the logic of the action or the operation, and equilibration, in Piaget; and the action mediated by material semiotic and human instruments, in Vygotski. This paper leans towards Vygotsky's position and presents neo-Vygotskian research related to 1.The egocentric speech as a planning and regulating instrument of intellectual action in the preschooler. 2. Children`s play where the youngsters learn to define their behavior with the created imaginary situation. 3. The potential cognitive development defines learning; and the organized learning is a source of development. The objectives of this research are oriented to: 1. Analyze the conceptual methodological differences between the psychology of Piaget and that of Vygotski. 2. Clearly state the neo-Vygotskian research in developmental psychology.

Keywords : Piaget-Vygotski; neo-Vygotskians; egocentric speech; children's play; cognitive development.

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