Um estudo teórico do desenvolvimento infantil na perspectiva sociointeracionista de Piaget e Vygotsky para compreender o desenvolvimento da criança

Abstract

This article presents a comparative analysis of the contributions of Jean Piaget's and Lev Vygotsky's theories on child development and learning. The text aims to present how each stage of the child's development process occurs, from the perspective of the authors through a bibliographic review with a qualitative approach which analyzed articles, magazines, printed and digital books. Piaget considers the biological factors responsible for human development, where each child specifically goes through different periods that characterize a capacity in their development process. Vygotsky, in turn, highlights the role of social and cultural interaction in cognitive development, where social and instrumental mediation become essential to facilitate and develop children's learning. Based on these assumptions, it was possible to establish a dialog between the aforementioned theorists, with an emphasis on the study of biological, social and instrumental factors, as a way of helping to enrich pedagogical practices, allowing educators to create learning environments that promote the integral development of students.