Piaget believed that children’s brains work fundamentally differently in comparison with adults, being intrinsically motivated by the need to explore. He believed that the mental development of children is a direct result of their interaction with the world, which helps them to adopt and implement various concepts. His perception of the children’s cognitive development was revolutionary in proclaiming children to be active agents in the process. He also separated the supposed cognitive development process into four different stages. It was later proven, however, to be more fluid and less rigid than the scheme in question.
Vygotsky’s theory of cognitive development in childhood placed more emphasis on the social than on the individual. If Piaget viewed the child as a scientist, Vygotsky perceived them as an apprentice dedicated to learning the way of life of the adults. He believed children were inherently interested in participating in activities central to their cultures. As a result, cognitive development in his eyes was highly institutionalized and connected to structural social elements in a child’s life.