유아놀이의 인지발달적 기능에 대한 Piaget와 Vigotsky 관점 비교

다국어 초록 (Multilingual Abstract)

The purpose of this study is to compare Piagetian and Vygotskian perspectives on the role of play in children`s cognitive development. Both Piaget and Vygotsky view play and cognitive development as inseparable and interdependent with each other. For Piaget, however, play is basically a by-product of cognitive development. The changes in cognitive development provide the basis for changes in play. Therefore, Piaget emphasizes that play reflects the level of cognitive development that has been attained. In Piaget`s view, play doesn`t lead to further cognitive development in direct, but children enhance their cognitive development indirectly through play which they practice newly formed sensory-motor schemes and representational schemes. Unlike Piaget, Vygotsky claimes that symbolic play promotes children`s cognitive development. For Vygotsky, play is a social symbolic activity that involves the themes, stories, or roles that express the children`s understanding and appropriation of the sociocultural materials of their society. In other words, play is intrinsically related to what the child knows and has to know about the world. Therefore, in Vygotsky`s view, engaging play is the preeminent educational activity of early childhood.